FLORIDA EARLY LEARNING AND DEVELOPMENTAL STANDARDS FOR FOUR-YEAR-OLDS (2011)
DRAFTDRAFT
For Use in School Readiness and Voluntary Prekindergarten (VPK) Education Programs Florida Early Learning and Developmental Standards for Four-Year-Olds 1
This document was developed under the auspices of the Florida Department of Education Office of Early Learning and the Agency for Workforce Innovation Office of Early Learning, to disseminate the Florida Early Learning and Developmental Standards for Four-Year- Olds, adopted by the Florida State Board of Education, consistent with the requirements of Section 1002.67, Florida Statutes.
Questions relating to the Florida Early Learning and Developmental Standards for Four- Year-Olds should be directed to:
Florida Department of Education Office of Early Learning 325 W. Gaines Street Tallahassee, Florida 32399-0400 Phone: (850) 245-0445 Email: [email protected]
Agency for Workforce Innovation Office of Early Learning 107 E. Madison Street MSC 140 - Caldwell Building Tallahassee, Florida 32399-4128 Phone: (850) 921-3180 Email: [email protected]
© State of Florida 2011
Acknowledgements
The Florida Department of Education Office of Early Learning and the Agency for Work- force Innovation Office of Early Learning would like to thank the State Panel of Experts Committee for reviewing previous versions of Standards and taking extensive time to develop the first draft of the 2011 Standards. In addition, appreciation is extended to the State and National Panels of Experts for their thoughtful review and revisions provided to the draft Florida Early Learning and Developmental Standards for Four-Year-Olds (2011).
Standards Panel of Experts Committee: Laura Bailet, Ph.D. Cheryl Fountain, Ph.D. Nemours Bright Start University of North Florida
Wil Blechman, Ph.D. Daryl Greenfield, Ph.D. Consultant University of Miami
Beth Davis, Ed.S. Danielle Jennings National Board Certified Teacher Consultant Owner & Director Kids for Kids Academy Vickie Lake Florida State University Gwen Dixon College of Education Florida A&M University Thomas Logan, Ph.D. Walter Drew, Ed.D. Executive Director Founder & Executive Director Early Learning Coalition of Florida’s Institute of Self Active Education Gateway
Ruth Elswood, Ed.D. Heidi Maier, Ed.D. Florida Parental Information and Resource College of Central Florida Center Associate Professor of Early Childhood University of South Florida Education
Deirdre Englehart, Ed.D. Nicole Mercer, CCDI University of Central Florida Child Development Consultant Peaceful Classrooms, LLC Veronica A, Fernandez University of Miami, Doctoral Fellow Sandi Opalinski Early Start Learning Center, Co-Director Senior Coordinator School Readiness/VPK Polk County Schools Pamela Fleege, Ph.D. Director, Early Education and Care, Inc. Tara Orlowski North Florida Community College
Florida Early Learning and Developmental Standards for Four-Year-Olds i
Acknowledgements (continued)
Standards Panel of Experts Committee: (continued) Pamela Phelps, Ph.D. Wilma Robles de Melendez, Ph.D. Vice-Chair, The Creative Center for Child- Abraham S. Fischler School of Education hood Research and Training Nova Southeastern University Owner /Director, The Creative Pre-school Bethany Sands Beth Phillips, Ph.D. Director of Inclusion & Assessment Assistant Professor Educational Psychology Early Learning Coalition of Miami-Dade/ and Learning Systems & Florida Center for Monroe Reading Research Florida State University Patricia Snyder, Ph.D. University of Florida, College of Education Beth Roberts The Florida State University Sheila Womble Children’s Center Executive Director Arts for Learning/Miami Dia Carter-Webb Director of Early Childhood Programs Arts for Learning/Miami
Standards Panel of Experts Review Panel: Kerry Allen Jamileh Mikati, Ph.D. Florida Department of Education School for Young Children Office of Early Learning VPK South Regional Facilitator Pamela Phelps, Ph.D. Vice-Chair, The Creative Center for Mary Anderson Childhood Research and Training Escambia County School District Owner /Director, The Creative Pre-school
Marge Campany Heather Sargent Florida Department of Education Florida Department of Education Office of Early Learning Office of Early Learning VPK Northeast Regional Facilitator VPK Southeast Regional Facilitator
Lynn Eldridge Executive Director, Early Learning Coalition of Northwest Florida
ii Florida Early Learning and Developmental Standards for Four-Year-Olds Acknowledgements (continued)
National Panel of Experts Review Panel: Becky Bailey, Ph.D. Beth Phillips, Ph.D. Consultant, Loving Guidance Assistant Professor Educational Psychology and Learning Systems & Florida Center for Jeanne Bilmes Reading Research Consultant, West Ed Florida State University
Laura Colker, Ed.D. Jim Squire Consultant, L.J. Colker & Associates Consultant NAEYC Council for Accreditation Stephanie Curenton, Ph.D. Rutgers University Catherine Scott-Little, Ph.D. University of North Carolina Alisa Ghazvini, Ph.D. Consultant, TTAS Elizabeth Twombly University of Oregon Daryl Greenfield, Ph.D. University of Miami Sharon Yandian Dept of Health and Human Services/Office Phil Lebuffe of Head Start Consultant, Devereaux Publishing
Florida Department of Education Office of Early Learning Staff Stuart Greenberg Erika Hall Director, Just Read, Florida! and the Office Program Specialist of Early Learning Hope Colle Judy Jones Program Specialist Executive Assistant Cassandra Pasos Melinda Webster Program Specialist Director, Program Standards and Profes- sional Development Gary Sabitsch Director, Accountability and Quality Assur- Tara Huls, Ph.D. ance Educational Policy Consultant Tom Mims Michelle Sizemore Program Specialist Educational Policy Consultant Hong Gao Educational Policy Consultant
Florida Early Learning and Developmental Standards for Four-Year-Olds iii
ACKNOWLEDGEMENTS (continued) Agency for Workforce Innovation Office of Early Learning Staff Matt Guse Brittany Olivieri Birken, Ph.D. Interim Director Former Director
Noelle Bee Antrica Morgan Former Statewide Child Progress State Preschool Network Coordinator Coordinator Jennifer Ohlsen Michelle Craig, Ph.D. Director of Professional Development Statewide Child Progress Coordinator Jennifer Park, Ph.D. Early Learning Project Manager
iv Florida Early Learning and Developmental Standards for Four-Year-Olds TABLE OF CONTENTS
INTRODUCTION ...... 1
PURPOSE ...... 3
BACKGROUND ...... 5
HOW TO USE THE STANDARDS FOR FOUR-YEAR-OLDS ...... 7
USING THE STANDARDS FOR FOUR-YEAR-OLDS WITH DIVERSE LEARNERS ...... 10
RECOMMENDATIONS FOR THE EARLY LEARNING ENVIRONMENT ...... 13
I. PHYSICAL DEVELOPMENT ...... 15 Overview of Physical Development Standards ...... 17 Physical Development Introduction ...... 18 A. Health and Wellness ...... 20 B. Self- Help ...... 30 C. Gross Motor Development ...... 32 D. Fine Motor Development ...... 34 Physical Development Glossary ...... 37
II. APPROACHES TO LEARNING ...... 39 Overview of Approaches to Learning Standards ...... 41 Approaches to Learning Introduction ...... 42 A. Eagerness and Curiosity ...... 44 B. Persistence ...... 45 C. Creativity ...... 46 D. Planning and Reflection ...... 47 Approaches to Learning Glossary ...... 48
III. SOCIAL AND EMOTIONAL DEVELOPMENT ...... 49 Overview of Social and Emotional Development Standards ...... 51 Social and Emotional Development Introduction ...... 52 A. Self-Regulation ...... 54 a. Affective ...... 54 b. Life/Adaptive ...... 56 B. Relationships ...... 59 a. Self ...... 59 b. Peers ...... 60 c. Adults ...... 63 C. Social Problem Solving ...... 64 Social and Emotional Development Glossary ...... 66
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TABLE OF CONTENTS (continued)
IV. LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY ...... 69 Overview of Language, Communication, and Emergent Literacy Standards...... 71 Language, Communication, and Emergent Literacy Introduction ...... 75 A. Listening and Understanding ...... 78 B. Speaking ...... 80 C. Vocabulary ...... 81 D. Sentences and Structure ...... 87 E. Conversation ...... 92 F. Emergent Reading ...... 98 G. Emergent Writing ...... 113 Language, Communication, and Emergent Literacy Glossary ...... 119
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE ...... 123 Cognitive Development and General Knowledge Introduction ...... 125 A. Mathematical Thinking ...... 127 Overview of Mathematical Thinking Standards ...... 129 Mathematical Thinking Introduction ...... 132 a. Number Sense ...... 133 b. Number and Operations ...... 146 c. Patterns and Seriation ...... 152 d. Geometry ...... 158 e. Spatial Relations ...... 168 f. Measurement ...... 173 B. Scientific Inquiry ...... 183 Overview of Scientific Inquiry Standards ...... 185 Scientific Thinking Introduction ...... 186 a. Investigation and Inquiry ...... 187 b. Physical Science ...... 189 c. Life Science ...... 190 d. Earth and Space ...... 193 e. Environmental Awareness ...... 195 C. Social Studies ...... 197 Overview of Social Studies Standards ...... 199 Social Studies Introduction ...... 200 a. Individual Development and Identity ...... 201 b. People, Places, and Environments ...... 204 c. Technology and Our World ...... 205 d. Civic Ideals and Practices ...... 206 D. Creative Expression Through The Arts ...... 209 Overview of Creative Expression Through The Arts ...... 211 Creative Expression Through The Arts Introduction ...... 212 a. Visual Arts ...... 213 b. Music ...... 216 c. Creative Movement and Dance ...... 219 d. Dramatic Play and Theatre ...... 222
vi Florida Early Learning and Developmental Standards for Four-Year-Olds TABLE OF CONTENTS (continued)
Cognitive Development and General Knowledge Glossary ...... 225
APPENDICES ...... 229 Appendix A: Centers for Disease Control and Prevention (CDC) Clinical Growth Charts ...... 231 Appendix B: Centers for Disease Control and Prevention (CDC) Body Mass Index Charts ...... 233 Appendix C: American Academy of Pediatrics (AAP) Recommendations for Preventive Pediatric Health Care ...... 235 Appendix D: U.S. Department of Agriculture (USDA) Food Plate ...... 236
GLOSSARY ...... 237
RESOURCES ...... 247
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viii Florida Early Learning and Developmental Standards for Four-Year-Olds
Introduction divider
INTRODUCTION
INTRODUCTION
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2 Florida Early Learning and Developmental Standards for Four-Year-Olds PURPOSE
The Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) describe skills that four-year-olds should know and be able to do by the end of their prekindergarten year. They are designed to guide prekindergarten administrators and teachers in designing and implementing appropriate early learning environments. Working with four-year-olds requires knowledge of early childhood growth and development, as well as a recognition of the diversity children present (e.g., racial, ethnic, cultural, economic, language, and social background differences). Although families and communities are most influential, high-quality early learning environments are associated with improved cognitive, social, and language skills. With a sound understanding of what children know and are able to do, teachers can individualize the curriculum and create environments that move children toward kindergarten ready to learn.
The mission of the Florida Early Learning and Developmental Standards for Four-Year- Olds (2011) is found in Section 1(b), Article IX of the State Constitution:
Every four-year old child in Florida shall be provided by the State a high quality prekindergarten learning opportunity in the form of an early childhood development and education program which shall be voluntary, high quality, free, and delivered according to professionally accepted standards. An early childhood development and education program means an organized program designed to address and enhance each child’s ability to make age appropriate progress in an appropriate range of settings in the development of language and cognitive capabilities and emotional, social, regulatory and moral capacities through education in basic skills and such other skills as the Legislature may determine to be appropriate.
Knowledge of typical growth and development must be complemented with recognition and understanding of individual and family factors that influence child development. Each child has a unique natural disposition that shapes behavior and influences relationships. Differences in temperament are manifest in activity level, biological rhythm, approach/ withdrawal, mood, intensity of reaction, sensitivity, adaptability, distractibility, and persistence. Each child is part of a family that is nested in a cultural system. In many prekindergarten settings, there will be children from cultures different from that of the teacher, and several languages may be represented. Children also differ in health and nutritional status, breadth of experiences prior to entering prekindergarten, their zest for learning, motor abilities, and they may have conditions that limit or create variations in the way they learn. Teachers who recognize these differences are more likely to develop positive relationships with children and their families and provide instruction that creates optimal learning environments.
The Standards for Four-Year-Olds reflect the ways four-year-olds think, recreate, reason, and create as they engage in the learning process. The standards cannot take into account individual variations in development and should not be thought of as absolutes.
The focus on age-appropriate expectations should be interwoven with attention to individual appropriateness and differences. It is important to remember that not all four-year-olds will attain all of the standards by age five or kindergarten entry.
Florida Early Learning and Developmental Standards for Four-Year-Olds 3
PURPOSE (continued)
The Standards for Four-Year-Olds will be most helpful when used to optimize the daily experiences of four-year-olds. Their uses may include creating a shared framework and common language to understand how four-year-olds learn and grow; setting realistic expectations for four-year-olds; understanding the sequence of development across multiple domains and the important factors that influence development; creating safe, appropriate, and stimulating environments for four-year-olds; guiding the selection of toys, curricula, equipment, and materials; improving classroom instruction; providing preservice and inservice professional development for prekindergarten teachers; refining professional preparation programs.
4 Florida Early Learning and Developmental Standards for Four-Year-Olds BACKGROUND
Legislative Authority - In 2004, the Florida Legislature enacted legislation to implement the Voluntary Prekindergarten (VPK) Education Program, in accordance with the Florida Constitution. The legislation assigns responsibilities for the day-to-day management of the program to the Agency for Workforce Innovation (AWI); licensing and credentialing to the Department of Children and Families (DCF); and the creation of standards, curriculum, and accountability to the Department of Education (DOE). These agencies work together to provide leadership and support to local early learning coalitions, school districts, and public and private providers to ensure the successful implementation of effective prekindergarten education programs for Florida’s four-year-olds.
Program Requirements - The implementing legislation provided for the VPK program to be available beginning in fall 2005 for all children who are four years old by September 1. The program may be delivered by private, faith-based, or public schools that meet eligibility requirements. It includes both a school-year and a summer option, with different requirements for each in terms of class size, instructor to student ratios, total instructional hours, and qualifications of personnel. (See Part V, “Voluntary Prekindergarten Education Program,” Chapter 1002, Florida Statutes.)
VPK providers may select or design their curriculum to implement the VPK program. However, the curriculum must be developmentally appropriate and be designed to prepare children for early literacy, enhance their age-appropriate progress in attaining the state-adopted performance standards, and prepare them to be ready for kindergarten based on the statewide kindergarten screening. Providers may select or design their VPK curriculum, unless on probation for continued failure to meet kindergarten readiness rates. The DOE reviews and approves curricula for use by providers who are placed on probation, and maintains a list of such curricula.
The DOE adopted minimum standards for training in emergent literacy for VPK instructors, effective April 11, 2005. Emergent Literacy for VPK Instructors is an online course comprised of five clock hours of training. It provides instruction in strategies and techniques to support the age-appropriate progress of prekindergarten children in developing emergent literacy skills, including oral communication, knowledge of print and letters, phonemic and phonological awareness, and vocabulary and comprehension development. It also provides resources to allow children with disabilities and other special needs to derive maximum benefit from the VPK program.
Public or private providers delivering the school-year VPK program must meet requirements that include having, for each prekindergarten class, at least one instructor who holds a Child Development Associate (CDA) credential or state-approved equivalent and who has successfully completed a DOE-approved emergent literacy training course. (This is the minimum qualification; other educational credentials, including specified degrees, may be substituted.)
The Florida Voluntary Prekindergarten Education Standards (2005) were the result of a collaborative review of the Florida School Readiness Performance Standards (2002) with experts in the areas of early childhood, with a research emphasis on emergent literacy and early learning practitioners. This collaborative review concluded that the existing
Florida Early Learning and Developmental Standards for Four-Year-Olds 5
BACKGROUND (continued) standards were adequate but needed additional explanatory language and indicators. The original Language and Communication domain was separated into two domains, Language and Communication, and Emergent Literacy. The standards were revised and benchmarks were added. On March 15, 2005, the State Board of Education approved the Florida Voluntary Prekindergarten Education Standards (2005), and the Department committed to a review of these standards every three years.
The DOE established a Panel of Experts, who met on December 17-18, 2007, to ensure that the 2008 review of the Florida Voluntary Prekindergarten Education Standards (2005) was based on the most current research and evidence-based, effective practices in early childhood education, mathematics, and science. The panel conducted a critical review of the Cognitive Development and General Knowledge domain of the 2005 Standards.
In the original Florida Voluntary Prekindergarten Education Standards (2005), the Cognitive Development and General Knowledge domain included four areas: mathematics, scientific thinking, social studies, and the arts. In order to bring focus to all four components, the domain was separated into two domains, Mathematical and Scientific Thinking, and Social Studies and The Arts, and benchmarks were added for the Mathematical Thinking component.
The Florida Voluntary Prekindergarten Education Standards (2008) were formally adopted by the State Board of Education on August 19, 2008. These standards created a common framework and language to ensure the “high-quality prekindergarten learning opportunity” for Florida’s four-year-olds.
In 2010, the AWI and DOE began a collaboration to create one set of standards for four‐ year‐olds throughout the state. In an effort to align with a national focus on early childhood standards in five domains of development, a collaborative decision was made to include the domains of Physical Development; Approaches to Learning; Social and Emotional Development; Language, Communication, and Emergent Literacy; and Cognitive Development and General Knowledge in the Florida Early Learning and Developmental Standards for Four-Year-Olds (2011).
AWI and DOE formed a State Panel of Experts, who convened on November 16 and 17, 2010, and critically reviewed each of the domains to ensure that the 2010 review of the Florida Voluntary Prekindergarten Education Standards (2008) was based on the most current research and evidence-based, effective practices in the field of early childhood education. Additionally, State Continuity Reviewers and National Experts were identified and reviewed the draft Florida Early Learning and Developmental Standards for Four-Year-Olds (2011), which resulted from the State Panel of Experts meeting. These reviewers looked at content within each domain as well as continuity across all domains.
The Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) were presented to the State Board of Education for approval. These standards establish one set of performance standards for Florida’s four-year-olds in School Readiness and VPK programs, are aligned with the kindergarten Next Generation Sunshine State Standards and Common Core State Standards, and prepare children for kindergarten.
6 Florida Early Learning and Developmental Standards for Four-Year-Olds HOW TO USE THE STANDARDS FOR FOUR-YEAR-OLDS
The domains, or areas of development, are a useful way to look at the developmental progression of related skills and abilities of four-year-olds. They are identified with a capital Roman numeral (e.g., I, II, III). Each domain begins with an introduction and overview, followed by the standards that describe what children should know and be able to do in that area of development during the prekindergarten year. Each domain is further divided into components, areas (where applicable), standards, and, where appropriate, benchmarks. Each standard and benchmark also includes examples of child skills, supportive instructional practices, and environmental considerations. All child skills, supportive instructional practices, and environmental considerations are meant to be representative examples, not exhaustive lists or required skills.
Components are the organizing concepts of each domain and represent the major topics to be addressed during the prekindergarten year. They are identified in the color of the domain with a capital letter (e.g., A, B, C).
The domains of Social and Emotional Development and Cognitive Development and General Knowledge also have areas that more precisely organize the types of skills to be learned (See page nine for an example of a standards page that includes an area).
Standards are expectations of what children should know and be able to do by the end of the prekindergarten year; they are identified by a numeral (e.g., 1, 2, 3). A description of each standard is also provided. The Language, Communication, and Emergent Literacy domain and the Mathematical Thinking component of the Cognitive Development and General Knowledge domain include benchmarks for development. Benchmarks are more precise than standards and are set to reflect the level of skill and knowledge that should be demonstrated by a child at the end of the prekindergarten experience (when most, if not all, of the children would be five years of age). The purpose of these benchmarks is to establish goals for children that maximize their chances for success during kindergarten, first grade, and later instruction related to oral and written communication, reading, writing, and mathematical thinking skills. Stated another way, the level of skill expected within the benchmark reflects where a four-year-old would be who is likely to have future success in learning to communicate orally, to read, write, and complete math on grade level.
Setting the benchmarks in this way means that, especially at first, many children may not achieve the defined level of skill and knowledge. This is to be expected given the different characteristics, backgrounds, and experiences of the children in prekindergarten, all of which can affect their rate of development in these domains. The point of setting standards and benchmarks is to identify children in need of additional instruction or intervention to help them be successful in achieving future goals. Standards and benchmarks can assist teachers in planning instruction and discussing expectations and growth with a child’s family. Benchmarks that are set so low that all children would currently meet them would not be good indicators of the skill levels children need to readily master their next academic goals. Similarly, benchmarks set well beyond the developmental capabilities of a typical five -year-old child would not be helpful. These current benchmarks are “just right” - challenging for many children but well within the reach of most children, and designed to set them all on the path toward future success.
Florida Early Learning and Developmental Standards for Four-Year-Olds 7
HOW TO USE THE STANDARDS FOR FOUR-YEAR-OLDS (continued)
The Standards for Four-Year-Olds (2011) are based on what we know about children, including what they should know and be able to do along a continuum of development. Four-year-old children will typically demonstrate the skills included in the standards by the end of the prekindergarten year. The Standards for Four-Year-Olds are grouped around five domains of development:
I. Physical Development II. Approaches to Learning III. Social and Emotional Development IV. Language, Communication, and Emergent Literacy V. Cognitive Development and General Knowledge
Listed below each standard (or benchmark, if applicable) are examples of behaviors that teachers might observe as evidence of a child’s achievement of the standard. The examples are not exhaustive; they illustrate some of the many ways in which the accomplishment of the standard may be demonstrated. The examples include behaviors that may emerge at various points during the prekindergarten year. Individual children may show some but not all of the behaviors included in the examples and may demonstrate other behaviors that also are characteristic of their age and development and reflect achievement of the standard. Similar examples appear in several domains (as noted in the related skills section in the box on the left side of the page) and reflect the fact that the same behavior may indicate progress and learning in more than one area of development.
Examples of supportive instructional strategies are also included. These examples are intended to guide teachers in understanding how the standards might be applied to curriculum and classroom planning and activities. Environmental considerations follow the instructional strategies. This information includes suggestions regarding room arrangement and classroom materials and equipment. Teacher tips are provided on the left side of each page to help teachers understand more about the standard or where the standard falls in a typical developmental progression.
Terms that appear in bold italic are defined at the end of each domain. The glossary found at the end of the book includes definitions of all glossary terms found throughout the entire document.
It is important to remember that, although individual development proceeds through a predictable sequence of milestones, there are wide variations in the pace at which milestones are achieved. The lack of behaviors that correspond to a specific example should not be viewed with great significance; rather, teachers should consider the full range of developmental behaviors. Significant delays or interruptions in the sequence of milestones are signals for further assessment and evaluation, keeping in mind that children who are born early, or have disabilities or delays may reflect the achievement of the standards in ways that are unique to their strengths and challenges.
8 Florida Early Learning and Developmental Standards for Four-Year-Olds HOW TO USE THE STANDARDS FOR FOUR-YEAR-OLDS (continued)
Domain Component Standard Related Skills Within The Standards Benchmark (if applicable)
Examples illustrating... Teacher Tips
Supportive Instructional Strategies Environmental Considerations
Domain Related Skills Component Within The Area (if applicable) Standards Standard Teacher Tips Environmental Considerations Examples illustrating...
Supportive Instructional Strategies
Florida Early Learning and Developmental Standards for Four-Year-Olds 9
USING THE STANDARDS FOR FOUR-YEAR-OLDS WITH DIVERSE LEARNERS
(Adapted from the work of the California, Indiana, Nebraska, and Texas Departments of Education)
It is well understood that children learn at different rates and have varying abilities and interests, and that each child’s learning is significantly influenced by the experiences he or she brings to the educational environment. When diverse learners (e.g., children with disabilities and children whose native language is other than English) are in the prekindergarten classroom, the variations in learning rates and abilities increase. Each child must be viewed as a unique person with an individual pattern and timing for growth, raised in a cultural context that may impact the acquisition of certain skills and competencies. Adults who recognize and appreciate differences in children readily adapt instruction. Adaptations are crucial if all children in the setting are to have the opportunity to participate fully and make developmental progress.
Four-year-olds whose native language is other than English are still learning their native language. It is important to foster acquisition of their native language along with English. The goal is to provide language- and literacy-rich environments that foster their mastery of the Standards for Four-Year-Olds while they begin to acquire English. There will be times when they are learning English that these children may appear not to be proficient in either language. This is a developmental stage that should be expected. With appropriate supports, most children whose native language is other than English will be able to become proficient in both English and their native language.
The National Association for the Education of Young Children (NAEYC), in its position statement, “Responding to Linguistic and Cultural Diversity - Recommendations for Effective Early Childhood Education,” stresses how important it is that early childhood educators
recognize that all children are cognitively, linguistically, and emotionally connected to the language and culture of their home acknowledge that children can demonstrate their knowledge and capabilities in many ways understand that, without comprehensible input, second-language learning can be difficult.
Some general strategies that can be used in the prekindergarten classroom to support children whose native language is other than English are listed below. Some of these are similar to those used in helping younger children develop their language skills:
recognize that the child’s native language serves as a foundation for knowledge acquisition start with what the child knows - involve parents by asking them to provide a few important words in the language used in their home • use children’s current strengths and skills as the starting point for new experiences and instruction; build on what they know to expand and extend their language skills • provide instruction in a manner that children can understand, consistent with their proficiency level in English
10 Florida Early Learning and Developmental Standards for Four-Year-Olds USING THE STANDARDS FOR FOUR-YEAR-OLDS WITH DIVERSE LEARNERS (continued)
• interact in meaningful ways and use language related to the immediate early learning situation • establish a consistent set of routines for children and provide cues for what they should do when • support communication by using words along with gestures or actions; use repetition • recognize that children may communicate nonverbally (through gestures) before they begin to produce words and phrases in English • help children listen purposefully to English-speaking teachers and children to gather information about their new language • help children experiment with the sounds and intonation of the English language • help children increase their listening vocabulary and begin to develop a vocabulary of object names and common phrases in English • ensure that children are included in group activities • help children feel secure and competent so they will be more likely to interact and communicate with children and adults • recognize that the more opportunities children have to participate, the more their language and communication skills will develop.
It is important to note that although some phonological awareness skills appear to transfer between languages (e.g., skills in a first language help the child develop and demonstrate the same skills in a second language), some basic proficiency in English may be prerequisite to the development of phonological awareness in English for second- language learners.
Children with disabilities may need accommodations and/or modifications of expectations and/or experiences to meet their individual needs so that they will be successful in attaining the standards. The following are some general accommodations and modifications that can be made to support diverse learners. This is a sampling of the types of accommodations that might be made. It is not a complete list. Specific strategies are suggested in the introduction to each domain. Many of these strategies can be used by adults to support the growth and learning of all children in all settings:
• provide adaptive equipment and materials when the child needs support • provide adult assistance/support as the child initiates action, then reduce support when the child shows ability to do some actions independently • provide opportunities for interaction with typically developing peers add new and/or specific activities to meet individual needs • modify materials and activities so the child can participate as independently as possible • use peers as models, helpers, and friends to provide praise and encouragement ensure that naturally occurring events and routines, such as opportunities to use materials both independently and cooperatively, are purposefully arranged so the child has many learning opportunities • provide visual supports (e.g., pictures, drawings, labels, color coding, picture schedules)
Florida Early Learning and Developmental Standards for Four-Year-Olds 11
USING THE STANDARDS FOR FOUR-YEAR-OLDS WITH DIVERSE LEARNERS (continued)
• create a picture schedule to help children understand which activity or routine may occur next use materials, toys, or a person in whom a child has shown a special interest to support active participation in activities or routine adapt the flow of the room, activity areas, seating, and position options in ways that promote active participation.
Each domain’s introduction includes domain-specific strategies to support inclusive learn- ing environments.
12 Florida Early Learning and Developmental Standards for Four-Year-Olds RECOMMENDATIONS FOR THE EARLY LEARNING ENVIRONMENT
Designing environments that help children make progress in their learning and development as described in the Standards for Four-Year-Olds requires knowledge, planning, reflection, and modification of the environment to meet children’s needs. Optimal early learning environments evolve as children’s interests and needs are discovered and nourished. While there are many different ways to design a developmentally appropriate environment, there are key elements that should be included in each design. These elements include, but are not limited to, ample spaces and props for dramatic play, development of a schedule that assures a balance of activities and choices, and opportunities for teacher observation and intentionality.
Children learn through their play, and spaces and props for play are an important part of the early learning environment. Studies show the relationship between dramatic play and all domains of development, including foundational and complex cognitive skills. Children engaged in “playing house” consider roles and relationships and use self-regulation. They practice their language skills and learn about friendships. As children design roadways and buildings in the block area, they compare sizes and shapes, show self-direction, and problem solve when they run into difficulties. Because play affords children many choices, their approaches to learning skills are fostered. They show eagerness and curiosity; persistence, creativity, and inventiveness; and planning and reflection as they make play choices.
Play does not always happen automatically. Many children spend a lot of inside and alone and little time playing with peers. Television and video games are often their playmates. Early childhood teachers need to support play development by designing daily schedules that provide ample time for play. Short free-play times are not sufficient; often it takes children 15 minutes simply to get ready to play. Play also needs to afford children opportunities for choices. Activities that are exclusively teacher-directed offer fewer chances for children to practice their developing skills and for teachers to observe and scaffold learning. A well-planned environment provides children with many ideas and choices to support play development. (See the environmental considerations on each page of the standards for suggestions regarding the early learning environment.).
Recognizing and supporting play does not mean that all play is “free,” and that the role of the teacher is simply to ensure safety. Teachers have very important responsibilities during play. By carefully observing children during dramatic play, teachers gather important information about learning styles, skill levels, and individual needs and abilities. Observing play becomes the basis for making decisions about hands-on learning experiences, interest centers, and materials. Careful observation and reflection enables teachers to add intentionality to their curriculum planning. Having watched a child struggle with fastening the doll clothes during play, a teacher can intentionally direct that child to center activities later that promote eye-hand coordination.
Work sheets, drills, or simply allowing children to play without teacher planning and reflection will not facilitate optimal progress for children. Achievement of the Standards for Four-Year-Olds will be supported in early learning environments where teachers have
13 Florida Early Learning and Developmental Standards for Four-Year-Olds RECOMMENDATIONS FOR THE EARLY LEARNING ENVIRONMENT (continued) thoughtfully considered room arrangement, carefully planned a schedule that incorporates ample time for child-directed play and teacher-directed activities, provided children with choices, and included opportunities for observation and reflection that guide the teacher’s lesson planning. Classrooms with these elements provide the foundation for children to thrive and afford them the best opportunity to leave prekindergarten ready for success in kindergarten.
Florida Early Learning and Developmental Standards for Four-Year-Olds 14
I. PHYSICAL DEVELOPMENT
I. PHYSICAL DEVELOPMENT
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16 Florida Early Learning and Developmental Standards for Four-Year-Olds OVERVIEW OF PHYSICAL DEVELOPMENT STANDARDS
A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities to facilitate learning and healthy growth and development 3. Demonstrates auditory ability to facilitate learning and healthy growth and development 4. Demonstrates characteristics of good oral health and performs oral hygiene routines 5. Shows familiarity with health care providers in relation to health and wellness 6. Demonstrates self-control, interpersonal, and social skills in relation to mental health 7. Shows basic physical needs are met 8. Actively takes part in basic health and safety routines 9. Participates in physical fitness activities 10. Makes healthy food choices
B. Self-Help 1. Actively participates in self-care I. PHYSICAL DEVELOPMENT 2. Helps carry out classroom routines
C. Gross Motor Development 1. Demonstrates increasing motor control and balance 2. Demonstrates the ability to combine movements for gross motor skills
D. Fine Motor Development 1. Demonstrates increasing control of small motor muscles to perform simple tasks 2. Uses eye-hand coordination to perform fine motor tasks 3. Shows beginning control of writing by using various drawing and art tools with increasing coordination
Florida Early Learning and Developmental Standards for Four-Year-Olds 17
PHYSICAL DEVELOPMENT INTRODUCTION
Physical development and overall good health is the foundation for every aspect of child development and learning. Physical health and mental wellness impact every aspect of development.
When four-year-olds are physically active and healthy, social well-being is enhanced. Their visual and auditory skills are refined in ways that facilitate language learning. Through the four components of physical development, four-year-olds are developing skills that enable them to be active partners in managing their health, safety, and physical fitness. These developing skills along with medical evidence underscore the importance of health promotion in the prekindergarten classroom. A growing research base demonstrates that adult medical conditions (e.g., obesity, diabetes, hypertension, and cardiovascular disease) begin to develop during gestation and early childhood. Childhood is also when many health- related behaviors (e.g., eating preferences and exercise patterns) are developed. These findings leave little doubt that promoting good health habits in prekindergarten is one step toward promoting life-long health.
The first component is health and wellness and is demonstrated when children follow basic health and safety rules and habits, such as making good food choices, participating in physical activity, and performing self-care tasks independently. Four-year-old children, in their zest for independence, watch what adults do and are anxious to help and assume new “jobs.” The status and support of nutritional, mental, physical, dental, auditory, and visual health is included in this component.
Self-help is the second component and focuses on the child’s capacity to accomplish health and self-care routines with increasing independence. This component also highlights the child’s increasing role as a part of the classroom community, taking part in classroom
I. PHYSICAL DEVELOPMENT routines.
Gross motor development, the third component, involves balance, control, and coordination of movements controlled by the body’s large muscles. Four-year-olds run, hop, jump, swing, and climb, looking for challenges. Research and experience confirm that play alone is not sufficient for the development of gross motor skills. Planned movement activities are needed and require props and manipulatives (e.g., balls, scarves, hoops, ropes, and beanbags). Unstructured play and movement activities remain important and provide opportunities for four-year-olds to practice their developing movement skills.
The fourth component, fine motor development, focuses on the child’s control, coordination, and grace, especially in the use of the hands. These small muscle skills typi- cally lag behind gross motor skills. Four-year-olds can complete more complicated pro- jects as their eye-hand coordination improves, and they develop a more conventional hand grasp that enables them to begin to control writing and drawing tools.
18 Florida Early Learning and Developmental Standards for Four-Year-Olds
Strategies to Support Inclusive Learning Environments
Create frequent alterations in the classroom materials and activities to increase visual interest. Provide eye-hand coordination activities (e.g., puzzles, sorting games, lacing cards). Collaborate with health care professionals (e.g., developmental pediatrician, nurse, and audiologist). Pair visual and auditory materials to facilitate learning. Adapt child’s clothing to increase independence (e.g., adding a tab or pull on a zipper, placing a red sticker on the right shoe). Assure that materials in indoor and outdoor environments are easily accessible (e.g., height, size, location). Use verbal, visual, and physical cues to help children know what to do. Assign a buddy to model the actions and help with materials and equipment. Provide physical guidance/support for children having difficulty with motor tasks.
Modify materials so children can participate as independently as possible. I. PHYSICAL DEVELOPMENT
Florida Early Learning and Developmental Standards for Four-Year-Olds 19
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 1. Shows characteristics of good health to facilitate learning I. Physical Health D.1. Good health and wellness are necessary to optimize learning. Adults are responsible for facilitating good health and wellness in young children. In IV. Language, Communication, addition, four-year-old children are developing cognitive, language, motor, and and Emergent Literacy B.1.a., E.1.a., G.1.a., G.3.a., social-emotional skills that enable them to begin to take some responsibility for G.4.a. their own health practices.
Teacher Tips Examples illustrating this standard include: See Appendix A for height and showing typical height and weight for their age weight charts. See Appendix B for body mass index chart. participating actively in daily events and social interactions (e.g., playing on playground, listening to a story during large group time, or interacting in Environmental the housekeeping area) Considerations coordinating many eye-hand movements Include a variety of materials demonstrating gross motor skills (e.g., jumping, hopping, and running). and equipment to promote movement, balance, and coordination. Post health and safety procedures Supportive Instructional Strategies: (e.g., proper hand washing, Conduct height and weight assessments to ensure children have first aid, and safety). physical stature within the typical range for the appropriate age group. (See Appendices A and B for more information). Provide age-appropriate movement activities and equipment. Demonstrate proper hand washing and nose blowing techniques. Provide ongoing opportunities for children to make healthy food choices. I. PHYSICAL DEVELOPMENT
20 Florida Early Learning and Developmental Standards for Four-Year-Olds I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 2. Shows visual abilities to facilitate learning and healthy growth and I. Physical Health development D.2. Four-year-old children are continuing to develop the visual abilities that are IV. Language, Communication, needed for success in school and in life. As they advance in school, children and Emergent Literacy rely on their visual abilities to help them perform tasks like reading and writing. G.1.a., G.1.b., G.2.1., G.2.b., Vision screening is important if teachers begin to notice behaviors that might G.3.a., G.3.b. signal the presence of vision problems (e.g., squinting and rubbing eyes, bringing the book closer to the face in an attempt to see better). Teacher Tips Comprehensive vision exams Examples illustrating this standard include: can detect vision problems that using both eyes in coordination are frequently missed during holding materials at appropriate distance from eyes early childhood. I. PHYSICAL DEVELOPMENT moving eyes rather than head to track objects Environmental focusing eyes on objects without squinting or straining. Considerations Provide appropriate visual Supportive Instructional Strategies: interest. Too little to look at is Offer art experiences that require visual ability (e.g., crayons, stickers, not stimulating and too much collage materials, and easel painting). to look at can be distracting. Include a variety of books, Provide opportunities for outdoor play that require visual ability (e.g., reading and writing materials, running, climbing, and catching balls). and other learning props that Observe to see if children are using both eyes during classroom activities promote focusing and tracking (e.g., puzzles, pegboards, and lacing cards). with the eyes. Observe to see if children are squinting while looking at a big book or large pictures held by the teacher at large group time.
Florida Early Learning and Developmental Standards for Four-Year-Olds 21
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 3. Demonstrates auditory ability to facilitate learning and healthy growth IV. Language, Communication, and Emergent Literacy and development Children’s ability to hear and discriminate sounds in the classroom A.1.a., B.1.a., F.4.a. environment is an important factor for many areas of development. It can V. Cognitive Development and impact their interactions with friends, affect their language and literacy General Knowledge development, and provide a challenge that teachers must be aware of and plan D.a.1. for.
Teacher Tips Examples illustrating this standard include: Comprehensive vision exams discriminating different sounds can detect vision problems that identifying animal sounds that are recorded or heard in nature are frequently missed during reproducing a finger play after listening to a teacher demonstrate early childhood. producing speech that is understandable Environmental participating interactively during classroom activities and orienting to a Considerations speaker when addressed by name (e.g., facing a friend who is speaking, Provide appropriate visual turning to hear the teacher address the class). interest. Too little to look at is not stimulating and too Supportive Instructional Strategies: much to look at can be distracting. Include a variety Conduct auditory (hearing) screening or seek community resources to of books, reading and writing ensure auditory (hearing) screening of children. materials, and other learning Observe to see if children respond to different types and levels of sound in props that promote focusing ongoing activities, including the volume at which children speak to others. and tracking with the eyes. Plan listening activities to assist children in refining attention and listening I. PHYSICAL DEVELOPMENT skills (e.g., have children listen to recordings of animal noises and match sounds with animal pictures, provide a listening center). Read daily and ask frequent, relevant questions to encourage and support the development of good listening skills.
22 Florida Early Learning and Developmental Standards for Four-Year-Olds I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 4. Demonstrates characteristics of good oral health and performs oral I. Physical Health hygiene routines A.4., B.1. Children’s oral hygiene and health can impact many areas of children’s development if problems are not addressed. Some children may be self- Teacher Tips conscious about these problems, which can affect their social interactions with Untreated dental cavities have peers. Additionally, placement of teeth is critical to a four-year-old’s short- and long-term health development of speech and articulation. For children with oral health consequences. Allow children to brush their teeth after breakfast, problems, a teacher’s guidance in providing classroom activities and sharing snack, or lunch. local support services with the family can greatly improve the child’s ability to learn and be successful in the learning environment. Environmental Considerations Examples illustrating this standard include: Include props in dramatic play learning how to use dental hygiene tools (e.g., toothbrush, floss) I. PHYSICAL DEVELOPMENT and books on oral health, as well as toothbrushes for performing daily tooth brushing in the classroom children to brush their teeth performing daily flossing with assistance after breakfast, snack, or lunch. showing a growing understanding of the relationship between nutritional choices and dental health.
Supportive Instructional Strategies: Conduct screening of oral health or seek community resources to ensure screening of oral health. Observe children for indications they are having difficulty chewing, eating, or speaking. Observe children for indications of facial pain or mouth pain and note any visual signs of decay or abnormalities. Provide learning opportunities related to oral health (e.g., reading a book, looking at teeth in a mirror) and the impact of nutrition on dental health (e.g., talk about healthy foods and drinks during meals and snacks, grow or provide healthy food choices, use small group activities to explore how certain foods clean our teeth [apples] or make our teeth sticky/dirty [marshmallows]. Provide special classroom visitors, field trips, books, and large group time experiences to promote oral health.
Florida Early Learning and Developmental Standards for Four-Year-Olds 23
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 5. Shows familiarity with health care providers in relation to health and IV. Language, Communication, and Emergent Literacy wellness Early learning practitioners play an important role in helping children learn about C.1.a., C.1.b., C.1.c health care providers in relation to health and wellness. To promote healthy V. Cognitive Development and development and wellness, every child needs a source of continuous and General Knowledge accessible health care. Each child should visit a health care provider on a C.a.3. schedule of preventive and primary health care to ensure that health and wellness issues are identified and addressed. Teacher Tips See Appendix C for AAP Examples illustrating this standard include: Preventive Pediatric Health Care Guidelines. Children with a using instruments appropriately while playing the role of doctor or nurse primary health care provider are in a play setting more likely to receive well-child recognizing common medical screening (e.g., measurement of weight check-ups and preventive care. and height, blood pressure testing, and using a thermometer to check temperature) Environmental Considerations knowing roles of a variety of health care professionals Include health props for the naming most of the body parts that medical professionals inspect. dramatic play area, books about health issues and Supportive Instructional Strategies: procedures, and materials Provide books, large group time, and dramatic play activities to encourage and equipment to promote good health routines. good health routines. Use supplies, equipment, and vocabulary relevant to primary health care I. PHYSICAL DEVELOPMENT during large group time and small group activities (e.g., show a stethoscope and talk with children about its purpose). Provide written material to parents on community events that support wellness. Invite a health care provider or athletic trainer to visit classroom to discuss what they do and importance of good health.
24 Florida Early Learning and Developmental Standards for Four-Year-Olds I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 6. Demonstrates self-control, interpersonal, and social skills in relation to I. Physical Health mental health A.8., A.9., B.2., C.2. Behavioral health is as important as physical health. Four-year-olds need II. Approaches to Learning teachers who model positive behaviors and assist in promoting positive mental B.1., C.1. health. This includes developing appropriate coping behaviors and social skills, which can aid in the prevention of challenging behaviors. III. Social and Emotional Development Examples illustrating this standard include: A.a.1., A.b.1., B.a.1., B.b.1. using language, rather than hitting or kicking, to communicate frustration IV. Language, Communication, labeling emotions (e.g., "I feel sad.") and Emergent Literacy adapting to changes in daily routines A.1.a., D.1., E.1., E.2. appropriately joining a group of peers in play I. PHYSICAL DEVELOPMENT V. Cognitive Development and initiating play with peers General Knowledge participating in learning activities without teacher prompting.
B.a.2., B.e.1. Supportive Instructional Strategies: Teacher Tips Follow a predictable routine, including a five-minute warning before Re-directing children’s attention changing activities. away from particular events or Provide opportunities that foster cooperation. situations allows them to Model language to express emotions. evaluate the situation and reconsider their actions. Provide information to families and children regarding primary and preventive physical and mental health care. Environmental Considerations Provide children with puppets, books, and dramatic play areas to encourage role-playing of a story or conflict resolution.
Florida Early Learning and Developmental Standards for Four-Year-Olds 25
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 7. Shows basic physical needs are met I. Physical Health Despite their newly found skills and knowledge, four-year-olds must have their A.1., A.9., B.1., C.1., C.2. basic needs met in order to take advantage of learning opportunities. They develop wellness behaviors and skills modeled after the adults in their lives. Teacher Tips In-depth discussions with Examples illustrating this standard include: parents of children with being alert and participating in activities, with energy typical of four-year- special needs are important to understanding children’s olds health and wellness. seeking appropriate interaction with other children and their teacher Remember that children showing an understanding of hygiene (e.g., knowing to wash hands with special needs are before eating a meal or after toileting) children first. wearing clothing that is appropriate for the weather
Environmental arriving at school with a clean body and clothing. Considerations Include signs, supplies, Supportive Instructional Strategies: materials, and equipment Provide book, center, and large group time activities related to health and to promote good health wellness needs (e.g., use puppets to demonstrate someone with and habits. without enough sleep). Communicate with child’s family frequently regarding the child’s health and wellness. Schedule ample time in the daily schedule to take care of physical health and wellness needs (e.g., hand washing, eating, and napping).
I. PHYSICAL DEVELOPMENT
26 Florida Early Learning and Developmental Standards for Four-Year-Olds I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 8. Actively takes part in basic health and safety routines I. Physical Health Four-year-olds develop wellness behaviors and skills largely after those A.10., B.1. modeled by adults in their lives. They are very interested in their growing V. Cognitive Development and bodies. Four-year-olds are beginning to understand more about how to keep General Knowledge themselves healthy by choosing healthy foods, practicing good hygiene, and C.d.1. staying safe. They are usually able to recognize harmful objects and can avoid them. Four-year-olds need continued support to remember health and safety Teacher Tips routines. Be prepared for fire and tornado drill procedures. Identify the Examples illustrating this standard include: location of all first aid equipment. recognizing unsafe items (e.g., a spray bottle of bleach solution on the Environmental table) and telling a teacher I. PHYSICAL DEVELOPMENT Considerations choosing a healthy snack and explaining the reason for their choice Provide books on health and telling an adult when they see another child doing something dangerous, safety topics, written safety such as throwing rocks or sand procedures and maps, health using safe behaviors (e.g., walking in the classroom rather than running, and safety play materials for the dramatic play area, and wiping up spills under the water table) with guidance from the teacher nutritious foods for snacks demonstrating age-appropriate hygiene (e.g., washing hands or covering and meals. mouth when coughing).
Supportive Instructional Strategies: Provide food preparation opportunities and cooking experiences using nutritious ingredients. Develop, discuss, and regularly review health and safety rules (e.g., carrying scissors with points down, walking in the classroom, and washing hands after using the toilet). Conduct regular fire and emergency drills. Discuss and demonstrate age-appropriate hygiene (e.g., hand washing, sneezing or coughing into the crook of the arm).
Florida Early Learning and Developmental Standards for Four-Year-Olds 27
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 9. Participates in physical fitness activities I. Physical Health Four-year-old children need to move and participate in free play and planned A.1., A.7., C.1., C.2. movement activities consistent with their physical capabilities. Children who regularly participate in developmentally appropriate activities are more likely to Teacher Tips be of an appropriate weight for their height and age. When teachers create See Appendix A for Height and opportunities and encourage exercise and movement, children are more likely to weight charts. See Appendix B develop good physical fitness habits. for Body Mass Index chart.
Environmental Examples illustrating this standard include: Considerations running and jumping during free play playground activities Provide props that can be used participating in planned music and movement activities to support physical fitness both beginning to understand the importance of exercise inside and outside (e.g., balls, choosing movement activities. jump ropes, balance beams, scarves, bean bags). Supportive Instructional Strategies: Include active outdoor free play in the daily schedule. Plan and provide movement activities daily (e.g., as a part of large group time, transitions, or outdoor play). Plan and provide activities that encourage physical fitness and movement with books, music, play equipment, and conversations (e.g., create an obstacle course on the playground incorporating different pieces of playground equipment and follow up the experience with a book and discussion of the importance of movement during large group time). I. PHYSICAL DEVELOPMENT
28 Florida Early Learning and Developmental Standards for Four-Year-Olds I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
A. Health and Wellness Related Skills Within The Standards 10. Makes healthy food choices I. Physical Health Good nutrition is essential to physical and mental wellness, and four-year-old A.4., A.8. children are beginning to understand the importance of eating healthy foods. When guided and modeled by adults, young children can identify and will Teacher Tips choose healthy and nutritious foods. See Appendix D for information about the USDA’s new Food Examples illustrating this standard include: Plate. identifying healthy snacks Environmental participating in the preparation and sampling of nutritious foods Considerations naming many different healthy foods Include nutrition props for the talking with classmates about healthy and unhealthy snack and lunch items. dramatic play area, snack and meal preparation supplies and Supportive Instructional Strategies: I. PHYSICAL DEVELOPMENT equipment, books about nutrition issues and choices, Plan and provide opportunities for children to help prepare or sample and materials that promote good healthy and nutritious foods. nutrition. Invite families to bring in healthy foods for a class picnic, parties, or packed lunches. Create charts, collages, and bulletin boards of healthy foods, with each child contributing examples of healthy foods through words, photographs, or art work.
Florida Early Learning and Developmental Standards for Four-Year-Olds 29
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
B. Self-Help Related Skills Within The Standards 1. Actively participates in self-care I. Physical Health Four-year-olds are increasingly independent in their self-care. They like to A.1., A.4., A.7., A.8., C.2., D.1., dress themselves, go to the bathroom on their own, and are able to follow rules D.2. for health routines (e.g., washing their hands after using the toilet). Even with III. Social and Emotional their growing abilities and independence, four-year-olds still need consistent Development modeling and may need reminders about self-care routines. A.b.1. IV. Language, Communication, Examples illustrating this standard include: and Emergent Literacy following the classroom’s procedures for toileting and hand washing A.2.a. using child-sized utensils to eat drinking water from a child-sized water fountain with little or no assistance putting on shoes and clothes with minimal assistance, including learning to Teacher Tips zip, button, and buckle In-depth discussions with covering the mouth when coughing and using a tissue to blow the nose. parents of children with special needs are important to understanding children’s Supportive Instructional Strategies: health and wellness. Post visual and written reminders of self-care tasks (e.g., steps for hand Remember that children washing, photos of children independently putting on jackets or using a fork with special needs are to eat). children first. Create opportunities in the schedule for children to help set up and clean up
(e.g., a helper chart can be created for routine tasks like setting the table or Environmental restocking tissues). Considerations Develop center activities that provide practice for dressing skills (e.g., I. PHYSICAL DEVELOPMENT Provide props that can be used zipping, buckling, and the introduction of tying). to support physical fitness both inside and outside (e.g., balls, jump ropes, balance beams, scarves, bean bags).
30 Florida Early Learning and Developmental Standards for Four-Year-Olds I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
B. Self-Help Related Skills Within The Standards 2. Helps carry out classroom routines I. Physical Health Children should be provided the opportunity to participate actively during familiar A.1., A.9. classroom routines and to interact with peers and adults during these routines. II. Approaches to Learning B.1., C.1., Examples illustrating this standard include: setting the table for snack or meals IV. Language, Communication, passing out snacks, art materials, or other items and Emergent Literacy participating in classroom helper jobs A.1.a., A.2.a. helping clean up toys and activities.
Teacher Tips Supportive Instructional Strategies: Creating a “Classroom Helpers” Post visual and written reminders about classroom routines. chart allows children to I. PHYSICAL DEVELOPMENT Create opportunities in the schedule for children to help set up and clean up participate in classroom routines throughout the school day and (e.g., a helper chart can be created for routine tasks like setting the table or develop an understanding of restocking tissues). teacher expectations. Develop classroom helper jobs and responsibilities.
Environmental Considerations Post a “Classroom Helper’s” chart at the children’s eye-level so they may refer to it often and know what is expected of them (e.g., passing out napkins, cups and snacks to classmates during a scheduled snack time).
Florida Early Learning and Developmental Standards for Four-Year-Olds 31
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
C. Gross Motor Development Related Skills Within The Standards 1. Demonstrates increasing motor control and balance I. Physical Health Four-year-olds are gaining increasing control over gross motor skills and more A.1., A.7., A.9. complex movements (e.g., walking, running, jumping, dancing, and climbing). As they practice, four-year-olds become more coordinated and confident in their Teacher Tips physical abilities. They improve their skills through free-play activities where Sequence of Locomotor Skill they can move as they wish and through structured, planned activities where Development: they are challenged to develop new skills with adult guidance and support. Walking Marching Galloping Examples illustrating this standard include: Hopping jumping, galloping, or skipping Running climbing ladders on play equipment with alternating feet and increasing Moving around obstacles confidence Skipping running, stopping quickly, and running around obstacles pedaling consistently with alternating feet and navigating turns when riding Environmental a wheeled toy or tricycle. Considerations Include a variety of indoor and outdoor physical activity areas, Supportive Instructional Strategies: props, materials, and equipment. Provide daily structured physical activities (e.g., obstacle course, dancing to music, class walk). Provide daily unstructured times for physical activity (e.g., free-play time), including outdoor play with playground equipment. Ensure all children are participating in developmentally appropriate gross- motor activities daily. I. PHYSICAL DEVELOPMENT
32 Florida Early Learning and Developmental Standards for Four-Year-Olds I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
C. Gross Motor Development Related Skills Within The Standards 2. Demonstrates the ability to combine movements for gross motor skills I. Physical Health As four-year-olds develop increasing control of the muscles in their arms and A.1., A.7., A.9., B.1. legs, they are able to master more difficult physical activities. Activities that use III. Social and Emotional one side of the body (e.g., hopping on one foot) and activities that require Development coordination of both sides (e.g., dancing to a beat) help children improve B.1. coordination and balance. Children improve these new skills through self- practice and with adult involvement.
Teacher Tips Keys to Modifications: Examples illustrating this standard include: Environmental alterations to peddling a tricycle promote participation galloping and jumping Material modification throwing, catching, and kicking a ball. Simplification of the activity I. PHYSICAL DEVELOPMENT Supportive Instructional Strategies: Environmental Considerations Offer a variety of outdoor materials (e.g., bikes, balls, parachutes, bean Include a variety of physical bags, hula hoops). activity props, materials, and Plan teacher-directed movement activities (e.g., Follow the Leader; Duck, equipment, as well as Duck, Goose; Head, Shoulders, Knees, and Toes), focusing on turn-taking modifications to ensure the rather than winning and losing. maximum participation of all children. Provide a variety of music genres (styles) and opportunities for free rhythmic expression. Provide daily outdoor free play using gross motor equipment.
Florida Early Learning and Developmental Standards for Four-Year-Olds 33
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
D. Fine Motor Development Related Skills Within The Standards 1. Demonstrates increasing control of small motor muscles to perform I. Physical Health simple tasks A.1., B.1., Fine motor development continues to progress, and four-year-olds are III. Social and Emotional increasingly able to control the small muscles in their hands, including using a Development pincer grasp to hold writing utensils. Children continue to develop at their own A.b.1. pace. Some four-year-olds may be able to cut accurately with scissors while others may still need instruction and practice. IV. Language, Communication, and Emergent Literacy Examples illustrating this standard include: G.1.a., G.1.b., G.4.a. sorting and handling small objects (e.g., tiny shells in the science center) V. Cognitive Development and weaving long pieces of ribbon through the chain link fence on the General Knowledge playground, using the pincer grasp to push and pull the ribbon through the A.d.3.a., A.d.3.b., D.a.1. holes sliding paper clips onto pieces of paper at the writing center (Note: Teacher Tips Teachers must assess the safety of using small objects with each group of Dramatic play can provide students at a given point during the school year. Small objects could be many opportunities for fine used in teacher-directed small group experiences if deemed unsafe to leave motor development. in an independent-use center.)
Environmental pulling and squeezing clay or playdough at the art table. Considerations Include a variety of puzzles, Supportive Instructional Strategies: pegs, blocks, writing and Provide children with daily opportunities to use a variety of writing tools drawing tools, art materials, (e.g., pencils, crayons, and markers). I. PHYSICAL DEVELOPMENT household items and tools, and Provide children with opportunities to use a variety of other age appropriate materials and equipment that promote self-help. tools (e.g., kitchen tools including tongs, egg beater, wooden spoon; woodworking tools including wrench, screwdriver, and hammer). Provide daily opportunities for children to use scissors (e.g., to cut paper and tape). Display and store materials so that children have easy access and choice and allow children the opportunity to put things away. Plan activities that strengthen the hand muscles (e.g., rolling playdough, using scissors, or a hole-punch).
34 Florida Early Learning and Developmental Standards for Four-Year-Olds I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
D. Fine Motor Development Related Skills Within The Standards 2. Uses eye-hand coordination to perform fine motor tasks I. Physical Health Eye-hand coordination is becoming more refined in four-year-old children. A.2., B.1. They continue to make progress through creative art opportunities (e.g., drawing III. Social and Emotional and painting) and through construction activities (e.g., building with blocks or Development hammering at a woodworking table). Eye-hand coordination is important in the A.b.1. development of writing, and four-year-olds benefit from supportive teacher scaffolding. IV. Language, Communication, and Emergent Literacy Examples illustrating this standard include: G.1.a., G.1.b., G.4.a. building vertical towers using small cubes V. Cognitive Development and pouring water or sand through funnels at the sand and water table, or General Knowledge pouring juice from a pitcher at snack time A.a.1.a., A.a.6.a., A.b.2.a., putting together increasingly complicated puzzles I. PHYSICAL DEVELOPMENT A.b.2.b., A.b.3., A.d.3.a., cutting on a line or around a large shape with scissors A.d.3.b., D.a.1. stringing beads with holes on a length of yarn
Teacher Tips writing some recognizable letters or shapes using pens or markers. Four-year-old children are interested in learning to cut Supportive Instructional Strategies: with scissors; be sure to Encourage development of zipping, snapping, and buttoning skills by discuss safety issues. providing a variety of clothing for dolls in the dramatic play area.
Environmental Add different materials to the art area on a regular basis (e.g., cotton swabs, Considerations cotton balls, paint rollers) to create renewed interest in eye-hand Provide many different sizes of coordination activities. fine motor items and containers Enlist children’s help in organizing office or center materials (e.g., putting for storage. paper clips in a small container, picking up pebbles on a community walk to add to the science area). (Note: Teachers must assess the safety of using small objects with each group of students at a given point during the school year. Small objects could be used in teacher-directed small group experiences if deemed unsafe to leave in an independent-use center.) Provide daily opportunities to use art materials (e.g., scissors, markers, glue sticks, paint brushes).
Florida Early Learning and Developmental Standards for Four-Year-Olds 35
I. PHYSICAL DEVELOPMENT FOUR-YEAR-OLDS
D. Fine Motor Development Related Skills Within The Standards 3. Shows beginning control of writing by using various drawing and art IV. Language, Communication, and Emergent Literacy tools with increasing coordination Four-year-olds are continuing to strengthen the small muscles in their hands G.1.a., G.1.b., G.2.a., G.2.b., when they use tools for writing, drawing, and creating art. Fine motor control is G.3.a., G.4.a. still developing. Four-year-olds are progressing through the stages of drawing V. Cognitive Development and and writing, from making marks and scribbles to eventually creating a realistic General Knowledge picture. Each child progresses differently; some may draw realistic pictures early D..a.1. and others may take much longer. Continued opportunities to practice with creative art materials and tools are important. Teacher Tips Four-year-old children are often excited to tell a story about their Examples illustrating this standard include: drawings. To create a record of experimenting with different sized brushes at the painting easel this, teachers can write the drawing figures and shapes on paper, easels, and erase boards and in the child’s story on the paper sand (dictation). using cutters, molds, and other age-appropriate tools when playing with clay
Environmental using scissors with one hand independently Considerations writing recognizable letters or shapes using crayons or markers. Include a variety of writing, drawing, and art materials and Supportive Instructional Strategies: tools, as well as designated Encourage the use of writing, drawing, and art tools by planning age- spaces for displaying children’s appropriate activities and changing materials on a regular basis, including work. writing outside with chalk. Display children’s writing, drawing, and art and direct parents’ attention to I. PHYSICAL DEVELOPMENT the displays. Create a writing folder or journal for each child that is accessible throughout the day.
36 Florida Early Learning and Developmental Standards for Four-Year-Olds PHYSICAL DEVELOPMENT GLOSSARY articulation - the correct pronunciation of one or more sounds within a word (e.g., a child says “ellow” for the word yellow or “ish” for the word fish). auditory (hearing) screening - evaluations that are conducted to determine how well a child can hear. center - area within the classroom arranged so that children are able to participate in a variety of learning experiences relating to art, science, reading, dramatic play, blocks, etc. (e.g., an art center, a reading center, a science center, a block center, a dramatic play center, or a writing center). dramatic play – expressive and spontaneous play. environment – the circumstances, objects, or conditions by which one interacts with and is surrounded. eye-hand coordination - the ability to coordinate movements between the eye and hand to complete a task (e.g., hitting a softball or catching a bean bag). I. PHYSICAL DEVELOPMENT fine motor - abilities using the small muscles of the hands (e.g., grasping toys, picking up or holding food, connecting links, lacing, drawing, crushing paper, cutting with scissors, holding a writing utensil). gross motor - abilities using the large muscles of the arms, legs, and torso (e.g., walking, running, jumping, pedaling, throwing, and dancing). health and wellness - understanding that regularly participating in physical activity, eating nutritious foods, and maintaining good hygiene promote good health and well- being (e.g., a child chooses to eat fruits or vegetables because they are healthy foods, participates in games that involve movement, or washes his/her hands before lunch to remove dirt and germs). health care providers - one’s main physician and dentist, as well as other specialists who provide annual checkups and needed medical care. height and weight assessments - evaluations to measure child’s height and weight to determine whether they are within normal (healthy) limits. music - sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony. nutrition - the process of absorbing nutrients from food and processing them in the body in order to stay healthy or to grow. nutritious - containing the nutrients that are necessary for life and growth (e.g., raw fruits and vegetables are nutritious foods). oral health - overall health of mouth, free of disease, defect, or pain. This translates to much healthy teeth. oral hygiene - keeping the mouth, tongue, teeth, and gums clean (e.g., brushing and flossing daily). pincer grasp - the act of holding objects between the thumb and index finger.
Florida Early Learning and Developmental Standards for Four-Year-Olds 37
PHYSICAL DEVELOPMENT GLOSSARY (CONTINUED) planning - the process of mental preparation and problem-solving in order to accomplish an act (e.g., a child tells the teacher what he/she will do during center time). scaffolding - the provision of sufficient support to promote learning when concepts and skills are being first introduced to students (e.g., modeling, giving clues, asking questions, and providing verbal prompts). self-care - the capacity to take care of personal needs (e.g., drinking from a cup, getting dressed, washing hands, making choices, toileting independently). skills - the ability to use knowledge effectively and readily in performance, the ability to transform knowledge into action. vision screening - evaluation conducted to determine how well a child can see. vocabulary - all of the words of a language. There are two types of vocabulary: receptive and expressive.
38 Florida Early Learning and Developmental Standards for Four-Year-Olds
II. APPROACHES TO LEARNING
II. APPROACHES TO LEARNING
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40 Florida Early Learning and Developmental Standards for Four-Year-Olds OVERVIEW OF APPROACHES TO LEARNING STANDARDS
A. Eagerness and Curiosity 1. Shows curiosity and is eager to learn new things and have new experiences
B. Persistence 1. Attends to tasks for a brief period and seeks help when needed
C. Creativity 1. Approaches daily activities with creativity
D. Planning and Reflection 1. Shows initial signs of planning and learning from their experiences II. APPROACHES TO LEARNING
Florida Early Learning and Developmental Standards for Four-Year-Olds 41
APPROACHES TO LEARNING INTRODUCTION
Approaches to Learning is a unique and critical domain of children’s development. Although each of the other domains of development reflects specific content knowledge that document what children know and do, Approaches to Learning is not about specific content knowledge. Instead, it addresses how children deal with new environments, interactions, and discoveries. Approaches to Learning describes children’s attitudes and dispositions toward learning.
The four components of approaches to learning, eagerness and curiosity, persistence, creativity, planning and reflection, help direct the “how” of learning in all other domains of development. Children learn best when eagerness and curiosity, persistence, creativity, and planning and reflection are encouraged and supported in all domains of development through play. The role of adults includes providing opportunities for success for all styles of learning. In this way, all children, regardless of learning style or special needs, will learn and be successful. The degree to which they successfully employ approaches to learning components is highly dependent upon the quality and quantity of interactions with supportive adults and peers.
Eagerness and curiosity, the first component, is observed as children show interest in exploring their immediate environment, as well as solving the challenges of learning about the larger world. While eagerness and curiosity set the stage for learning, setbacks and obstacles are a normal part of the learning process. The second component, persistence, is necessary to sustain challenging tasks in the face of obstacles and setbacks that are a normal part of children’s development. A child’s first approach in a new learning situation may not result in success, and the child may need to try alternate solutions or ask for help. Creativity, the third component, requires flexibility of thought and imagination while relying on four-year-olds’ increasing willingness to adapt familiar materials and activities in new situations and seek new ways to solve problems. The fourth component, planning and reflection, plays an increasingly important role in four-year-olds’ development. Their early attempts at trying alternate approaches are often simple trial and error. With increasing practice and support from adults, four-year-olds are able to reflect and think through the steps of their varied approaches to learning and begin to plan solutions with increasing competence.
II. APPROACHES TO LEARNING
42 Florida Early Learning and Developmental Standards for Four-Year-Olds
Strategies to Support Inclusive Learning Environments
• Use appropriate verbal, visual, and physical cues in interactions and activities to meet the needs of individual children. • Use vocabulary and phrases in the child’s native language when introducing new ideas and concepts. • Provide opportunities for interaction with typically developing peers. • Observe the children, join in their play, and provide ideas or model to facilitate more complex play. • Focus on children’s strengths, preferences, interests, and emerging skills to encourage engagement. • Use specialized equipment to increase access to activities and play areas. • Modify instruction or activity when children lose interest. • Assist children in selecting activities and materials and becoming actively engaged. II. APPROACHES TO LEARNING
Florida Early Learning and Developmental Standards for Four-Year-Olds 43
II. APPROACHES TO LEARNING FOUR-YEAR-OLDS
A. Eagerness and Curiosity Related Skills Within The Standards 1. Shows curiosity and is eager to learn new things and have new IV. Language, Communication, and Emergent Literacy experiences Four-year-olds are increasingly curious about their world and initiate E.1.a., E.2.a., E.2.b., A.1.a., exploration of their natural and social environment, such as family roles, F.4.a., F.4.b., G.1.a., G.1.b., G.2.a., G.2.b., G.4.a. plants, and animals. This interest in new things helps them make sense of the world around them, build a rich vocabulary, and begin using new strategies to V. Cognitive Development and solve problems. General Knowledge
A.f.3..a., A.f.3.c. Examples illustrating this standard include:
Teacher Tips investigating and experimenting with new materials in activity areas to see Lack of curiosity should be how the materials work and what they can do investigated further. The child sharing ideas by answering questions like “Why does that happen?” and may jbe shy, or the child may “How can I do that?” have an illness, or there may be asking an adult and/or peers for more information underlying problems. Getting to working with peers, adults, and materials to solve problems know the children in the classroom is essential. selecting or requesting their own activity and eagerly participating in all activities Environmental choosing many ways to explore a special interest (e.g., looking for books Considerations about dinosaurs, playing with toy dinosaurs, and drawing pictures about Include designated spaces for dinosaurs). special exhibits, visitors, and events. Supportive Instructional Strategies: Make additions and alterations to classroom activities and materials on a regular basis to encourage curiosity and promote new ideas. Ask open-ended questions and encourage dialogue to promote further questions and deeper understanding by children. Further children’s thinking by posing questions that challenge their train of thought. Create opportunities by providing materials on a variety of levels of complexity for children to engage with peers, adults, and materials in II. APPROACHES TO LEARNING problem solving. Create opportunities to model problem solving by “thinking out loud.”
44 Florida Early Learning and Developmental Standards for Four-Year-Olds II. APPROACHES TO LEARNING FOUR-YEAR-OLDS
B. Persistence Related Skills Within The Standards 1. Attends to tasks for a brief period and seeks help when needed III. Social and Emotional Development Four-year-olds are developing the skills they need to complete tasks, but the ability to stay on task may vary with the activity, the child’s individual C.1. temperament, and age. Attention spans should increase over the course of the year. Four-year-olds may become frustrated when they are unable to solve a Teacher Tips problem. However, they are becoming more internally motivated to persist and Children need space to be discover alternative solutions to problems. In addition, they may ask for help alone at times, particularly when encountering problems, from a trusted adult or another child. and some children need special assistance when transitioning Examples illustrating this standard include: from home to school. working with a friend to complete a task despite interruptions and distractions (e.g., fit puzzle pieces together or experiment with different Environmental sizes of blocks to make a block tower stable) Considerations Include ample materials, continuing to work on self-selected activities that they find difficult supplies, and equipment for sustaining or initiating a new activity without the need for external approval the number of children enrolled, asking a teacher for help in solving a problem with a friend after attempting as well as sufficient space to to resolve the problem themselves. support flexibility and foster smooth transitions. Supportive Instructional Strategies: Offer encouraging statements and suggestions when children are struggling with a problem (e.g. “Try turning the puzzle piece a little and see if it fits,” or “You are really working hard to figure that out!”). Provide ample time for children to engage in activities and play to support longer attention to tasks and opportunities for problem solving (e.g., a minimum of one hour for free choice center time). Provide opportunities for children to work on activities (e.g., block construction or gardening) over an extended period of time (days or weeks). Offer a variety of materials and activities to encourage children to make their own choices based on their individual interests. Encourage children to perform routine tasks independently (e.g., hanging up their coats, placing bags in cubbies when arriving at school, putting coats on II. APPROACHES TO LEARNING when going outside).
Florida Early Learning and Developmental Standards for Four-Year-Olds 45
II. APPROACHES TO LEARNING FOUR-YEAR-OLDS
C. Creativity Related Skills Within The Standards 1. Approaches daily activities with creativity IV. Language, Communication, and Emergent Literacy Familiar, supportive people and environments are comforting to young children as they begin to experiment with new ways of solving problems. Creativity is C.1.a., C.1.b., C.1.c., C.2.a., expressed in many ways, including movement, music, art, drama, and verbal C.2.b., D.2.a., D.2.b., D.2.c., E.1.a., E.2.a., E.2.b., F.2.a., expression. F.2.b., F.2.c., F.4.a., F.4.b., G.1.a., G.1.b. Examples illustrating this standard include: V. Cognitive Development and making up roles for themselves and friends in dramatic play and using General Knowledge imaginary props to support dramatic play D.a.1., D.b.2., D.c.1. responding to open-ended questions (e.g. “What would happen if…?” or “What could we…?”, adding creative details to a story) Teacher Tips experimenting with open-ended materials (e.g., recycled objects, fabric, Play is an expression of paint, paper, blocks, clay) creativity and involves new using trial-and-error in problem solving activities (e.g., testing for stability situations and making new while building a tower using unit blocks) discoveries. using creative movement and music to express themselves. Environmental Considerations Supportive Instructional Strategies: Include materials and supplies Provide a variety of open-ended materials (e.g., blank paper, modeling clay, that children can move around ribbons, musical instruments, stencils) and allow children to create instead and use in different ways both of replicating a teacher-directed project. inside and outside, as well as labeled, consistent storage Observe children carefully as they try to solve problems in order to scaffold spaces for materials and their development. supplies so that children and Provide ample time for children to engage in activities so they can try teachers can readily find needed different ways to approach a project. items. Create opportunities for children to role play characters and try on roles of community workers. Encourage children to solve problems step-by-step, asking questions in a series (e.g., “What would you do first?” “Then what?”).
II. APPROACHES TO LEARNING
46 Florida Early Learning and Developmental Standards for Four-Year-Olds II. APPROACHES TO LEARNING FOUR-YEAR-OLDS
D. Planning and Reflection Related Skills Within The Standards 1. Shows initial signs of planning and learning from experiences IV. Language, Communication, and Emergent Literacy Four-year-old children demonstrate an increasing ability to set goals and develop plans to reach their goals. They begin to organize their actions and F.4.b., G.1.a., G.1.b. materials into steps toward accomplishing a task and follow through with their V. Cognitive Development and plans by making choices independently. After completing their task, they are General Knowledge able to reflect on what worked and what did not work. Four-year-olds’ everyday A.f.3.a., A.f.3.b., A.f.3.c., A.f.3.d., experiences help them learn skills for planning activities and looking back at C.b.1., D.a.1. what has happened in the past. Cooperative play experiences provide opportunities for children to plan together and reflect. Teacher Tips Temperament affects how children approach tasks; some Examples illustrating this standard include: four-year-olds may need support brainstorming ideas and multiple solutions for a task (e.g., helping the to avoid frustration as they tackle teacher figure out what they need to take with them on a field trip and then problems. share details about the experience afterward)
responding to guiding questions (e.g., “What would happen if…?”; telling Environmental Considerations what they plan to build at the block center before they start to build at Include writing materials in every center time) area of the classroom and help testing their multiple solutions (e.g., choosing clothes to fit a doll) children document their plans verbalizing the steps to accomplish a task, either before or during the and reflections. activity (e.g., Telling a friend, “I will be the mommy, you be the daddy, and we are taking our baby to the doctor” in dramatic play; as they fill the bird feeder with seeds, saying “First I take the top off…”) reflecting on and evaluating their experiences during the activity (e.g., after watching their block tower fall over, talking about why the blocks fell and suggesting different size blocks on the bottom; after painting a picture, talking about how the colors mixed).
Supportive Instructional Strategies: Introduce new equipment and materials before adding them to an interest area and discuss possible uses.
Include children in planning (e.g., a family picnic at school, a Thanksgiving II. APPROACHES TO LEARNING program, what activity they will do during center time). Provide opportunities for children to discuss, review, and document what they did (e.g., reflect on a field trip, talk about activity choices, document activities in a picture journal). During the reflecting process, help children identify the cause and effect relationships in activities such as mixing red and yellow paint (cause) to make orange (effect). Allow time during the day for children to make a plan for their activity choices and allow time for children to reflect on the implementation of their plan (e.g., Ask child, “Where do you want to work during center time?” “What did you do during center time?”).
Florida Early Learning and Developmental Standards for Four-Year-Olds 47
APPROACHES TO LEARNING GLOSSARY
center - area within the classroom arranged so that children are able to participate in a variety of learning experiences relating to art, science, reading, dramatic play, blocks, etc. (e.g., an art center, a reading center, a science center, a block center, a dramatic play center, or a writing center). creative movement - moving in a new and/or unusual way that isn’t directed by the teacher (e.g., a child dances to music played by the teacher). creativity - individuality expressed by creating something new or original (e.g., creating a new representation of a flower). curiosity - a strong interest in learning about something; children demonstrate curiosity when they ask questions about or show interest in activities within the classroom and the world around them (e.g., a child asks questions about new materials in the art center or a bug discovered on the playground). dramatic play - expressive and spontaneous play. eagerness - energy and excitement about learning; wanting to learn (e.g., a child desires to participate in an activity). emerging - initial stages of a developing skill. environment - the circumstances, objects, or conditions by which one interacts with and is surrounded. exploration - the act of studying something new to better understand it. initiate - to begin something, taking the first step. investigating - observing or inquiring in detail. music - sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony. persistence - the patience and endurance to finish a task (e.g., a child works at completing a puzzle until all of the pieces are correctly placed). planning - the process of mental preparation and problem-solving in order to accomplish an act (e.g., a child tells the teacher what he/she will do during center time). reflection - the process of reviewing and critiquing one’s own actions or one’s own work (e.g., the child shares with the teacher what he/she did during center time. scaffolding - the provision of sufficient support to promote learning when concepts and skills are being first introduced to students (e.g., modeling, giving clues, asking questions, and providing verbal prompts). skills - the ability to use knowledge effectively and readily in performance, the ability to transform knowledge into action. vocabulary - all of the words of a language. There are two types of vocabulary: receptive and expressive. II. APPROACHES TO LEARNING
48 Florida Early Learning and Developmental Standards for Four-Year-Olds III. EMOTIONALAND SOCIAL
DEVELOPMENT III. SOCIAL AND EMOTIONAL
DEVELOPMENT
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50 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT
OVERVIEW OF SOCIAL AND EMOTIONAL DEVELOPMENT STANDARDS
A. Self-Regulation a. Affective 1. Demonstrates growing autonomy and independence, indicated by increasing self-care and willing participation in daily routines, when given a consistent and predictable environment 2. Begins to recognize, then internally manage and regulate, the expression of emotions both positive and negative, with teacher support and multiple experiences over time b. Life/Adaptive 1. Follows simple rules, agreements, and familiar routines with teacher support 2. Begins to use materials with increasing care and safety 3. Adapts to transitions with increasing independence
B. Relationships a. Self 1. Shows increasing confidence in their own abilities b. Peers 1. Interacts with and develops positive relationship with peers 2. Develops special friendships 3. Shows care and concern for others c. Adults 1. Develops positive relationships and interacts comfortably with familiar adults
C. Social Problem Solving 1. Shows developing ability to solve social problems with support from familiar adults 2. Develops an initial understanding of bullying, with support from familiar adults
Florida Early Learning and Developmental Standards for Four-Year-Olds 51
SOCIAL AND EMOTIONAL DEVELOPMENT INTRODUCTION
Social and emotional readiness is critical to a child’s successful kindergarten transition, early school success, and later well-being. Studies indicate that young children who are able to understand and express their own feelings, understand the viewpoint and feelings of others, cooperate with peers and adults, and resolve conflicts are more likely to be successful in school. These skills are rooted in relationships with adults. Adults who are capable of creating positive relationships with children provide a secure foundation from which children can master new learning challenges. Positive relationships with adults also lead to positive relationships with peers as four-year-olds are developing important
III. SOCIAL & EMOTIONAL DEVELOPMENT interpersonal skills. Four-year-olds construct knowledge by interacting with others and their environment, and they learn how to interact successfully with a variety of people and in different settings and circumstances.
Four-year-olds develop social and emotional skills through self-regulation, relationships, and social problem solving, the three components of social and emotional development. The first component, self-regulation, is the capacity to tolerate the sensations of distress that accompany an unmet need and enables four-year-olds as well as adults to engage in mindful, intentional, and thoughtful behaviors. It allows children to handle typical daily stressors (e.g., hunger, fatigue, the noise and activity levels of large group care, frustration from not getting their way, separation from parents) in progressively healthier ways with guidance from a self-regulated adult. Self-regulation involves the child’s ability to recognize his or her own emotions, label them accurately, and respond to experiences with an appropriate range of immediate and delayed emotions. There are two areas included in this component: affective and life/adaptive. The first area, affective, is related to factors such as emotional regulation, child motivation, attitudes, perceptions, and values. Life/adaptive, is related to age-appropriate behaviors necessary for children to move comfortably in a variety of social settings and to function safely and appropriately in daily life. Self-regulation allows both children and adults to regulate their thoughts, feelings, and actions in order to be contributing, functioning members of a social group.
The second component, relationships, guides how four-year-olds learn about themselves, others, and the world and includes three areas: self, peers, and adults. The first area, self, relates to self-confidence in developing abilities. The second area is peers. Relationships with peers increase during prekindergarten, as four-year-olds are able to engage peers in conversations and participate in group activities. They also develop special friendships and show that they care for others. The third area is adults. As relationships with familiar adults retain their importance, four-year-olds increasingly ask questions, keep conversations going, seek assistance appropriately, and recognize feelings.
Skills associated with the third component, social problem solving, are evidenced as four-year-olds begin to use physical means of solving problems less often and develop more positive strategies (e.g., waiting, taking turns, sharing, expressing needs, listening to the needs of others, negotiating, and seeking adult help). Four-year-olds begin to develop an initial awareness of what bullying means and anti-bullying strategies, with teacher support over time. Children are more likely to speak up for peers when they see an
52 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT
injustice (e.g., mistreatment or bullying), if supportive adults are consistently modeling effective strategies to help four-year-olds solve their social problems.
Strategies to Support Inclusive Learning Environments
Separate skills and behaviors into smaller steps. Teach and model specific appropriate social skills. Carefully observe social interactions and provide opportunities that will promote positive interactions. Provide opportunities for social interactions with typically developing peers. Provide choices so children have more control over their environment. Provide environmental cues that make it easy for children to understand expectations and be successful in classroom routines. Use predictable and consistent schedules, routines, and activities and prepare children when changes are necessary. Limit the number of children in an area at any time to decrease overcrowding and conflict. Teach typically developing peers to initiate and persist in interacting with children with disabilities. Carefully select group members based on the goals of the group so that more competent peers are available to model skills. Comment on appropriate behavior, linking the behavior to classroom rules and expectations. Allow children with special needs to hold a stuffed animal or carry a fidget toy during large group time. Create class-made books that demonstrate and teach class routines for children with challenges or special needs. Create class-made books that demonstrate and teach class rules for children with challenges or special needs.
Florida Early Learning and Developmental Standards for Four-Year-Olds 53
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
A. Self-Regulation Related Skills Within The Standards a. Affective I. Physical Health A.6., A.8., B.1. 1. Demonstrates growing autonomy and independence, indicated by II. Approaches to Learning increasing self-care and willing participation in daily routines, when given A.1. a consistent and predictable environment Four-year-olds are beginning to understand themselves as individuals within a III. Social and Emotional community. They are able to have an active role in caring for themselves and in
III. SOCIAL & EMOTIONAL DEVELOPMENT Development interactions throughout the day. The teacher must actively support an A.b.1., A.b.2., B.a.1. predictable environment that allows children to plan and follow through with IV. Language, Communication, daily activities, knowing what to expect next. and Emergent Literacy A.2.a., C.1.a., E.1.a. Examples illustrating this standard include: V. Cognitive Development and participating easily in routine activities (e.g., meal time, snack time, rest General Knowledge time) engaging in personal care routines (e.g., washing hands after using the C.a.1., C.d.1. restroom), sometimes with a reminder, to the maximum extent possible Teacher Tips (e.g., child with special health care needs) Providing a variety of classroom showing joy and excitement about daily activities. jobs helps to create a predictable environment, while encouraging Supportive Instructional Strategies: children to participate in routine classroom activities. Display clear visual reminders for all routines in the area in which they are used (e.g., lining up routine is posted by the door; hand washing routine is Environmental posted by the sink). Considerations Engage children in planning routines. Post a pictorial daily schedule at Teach and help children practice self-care routines (e.g., washing hands, the children’s eye-level. toileting, zipping and buttoning) just like you would any other skill.
54 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
A. Self-Regulation Related Skills Within The Standards a. Affective I. Physical Health A.6. 2. Begins to recognize, then internally manage and regulate, the II. Approaches to Learning expression of emotions both positive and negative, with teacher support A.1. and multiple experiences over time Children are beginning to identify their own emotions and to recognize the III. Social and Emotional emotions of others. They can calm themselves after having strong emotions, Development with teacher support (e.g., Teachers lead active calming techniques and visually A.b.3., B.a.1. display them for the children to use.). IV. Language, Communication, and Emergent Literacy Examples illustrating this standard include: A.1.a., E.1.a., E.3.b. showing ability to control impulses (e.g., stopping and listening to V. Cognitive Development and instructions before jumping into activity), with teacher support General Knowledge modifying behavior to different settings (e.g., adapts noise and movement level to indoor or outdoor environment) D.a.3., D.b.3., D.c.3., D.d.3. demonstrating ability to accurately identify and label own emotions (e.g., Teacher Tips “I am so excited! Today is my birthday.”), with teacher support. When teachers provide labels for emotions this allows children Supportive Instructional Strategies: to express their feelings using Model appropriate expression of emotions (e.g., “I’m feeling frustrated the same vocabulary (e.g., “I feel really happy that it is sunny because I can’t find the book I wanted to read at group time. I’m going to today after a whole week of take three deep breaths to calm down, and then choose a different book rain!”). so we can continue.”). Help children express their feelings (e.g., as they play with others, pretend Environmental with toys, listen to stories). Considerations Identify what triggers each child’s emotional state (e.g., happy or frustrated), Display pictures and books that show a variety of emotions. what he or she does well, and what he or she needs help doing. Provide puppets that children Create a “safe area” (e.g., a beanbag or big floor pillow) that a child may may use to role-play or express use for 10-15 minutes, as needed, and provide visual steps for regaining their emotions. emotional control. Teach the behavioral expectations for the “safe area” like you would for all other learning centers.
Florida Early Learning and Developmental Standards for Four-Year-Olds 55
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
A. Self-Regulation Related Skills Within The Standards b. Life/Adaptive I. Physical Health B.1., C.1., D.1., D.2. 1. Follows simple rules, agreements, and familiar routines, with teacher III. Social and Emotional support and multiple experiences over time Development Simple rules based on safety and familiar routines help four-year-olds engage A.b.3. positively in activities and experiences. Teachers can lay a good foundation for rules by modeling, encouraging, supporting, and reinforcing agreements and
III. SOCIAL & EMOTIONAL DEVELOPMENT IV. Language, Communication, and Emergent Literacy actively teaching routines. Having agreements with young children allows them to internalize what is it to make a promise to the group and practice keeping it A.1.a., A.2.a. with support and guidance. V. Cognitive Development and General Knowledge Examples illustrating this standard include: C.d.1. predicting what comes next in the day (e.g., rest time, snack time, dismissal) Teacher Tips following simple rules without reminders (e.g., hands are for helping) Children may revert to toddler behavior when feeling shy or explaining simple rules and routines to others. upset. Supportive Instructional Strategies: Environmental Keep classroom rules and routines positive, simple, short, and visual. Rules Considerations that are based on the concept of safety (e.g., “helpful” or “hurtful”) are more Include sufficient materials, meaningful for young children. equipment, and space to support classroom routines and ensure Model and practice daily routines (e.g., arrival, transitions, dismissal) just that the classroom arrangement like you would any other skill (using visual cues, reminders, advance facilitates adherence to warning, and picture schedules). classroom rules and routines Engage children in setting appropriate rules and planning routines. (e.g., the block area is protected Share information about rules and routines with families; discuss and from high-traffic areas that might result in children accidentally reconcile differences about rules, as needed. knocking over block structures; the reading center is placed in a quieter area of the room).
56 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
A. Self-Regulation Related Skills Within The Standards b. Life/Adaptive IV. Language, Communication, and Emergent Literacy 2. Begins to use materials with increasing care and safety G.1.a. Four-year-olds are increasingly able to use materials appropriately and take V. Cognitive Development and care of their environment. They can care for materials and living things (e.g., General Knowledge plants or class pets) with increasing independence. This is especially true when B.a.1., C.d.1. teachers maintain consistent rules and routines and model how to take care of things in the classroom. Teacher Tips Phrase reminders in a positive Examples illustrating this standard include: way, stating what you want the child to do (e.g., “Please touch rolling all of the tricycles to the far end of the track and placing helmets in a the guitar gently,” instead of box when cleaning up the playground “Don’t hit the guitar.”). feeding the class pet(s) and watering plants demonstrating knowledge and increasing ability of how to use materials Environmental purposefully, safely, and respectfully (e.g., reminding a peer that walking Considerations around with scissors is dangerous) Provide a clean, safe, and well- organized environment with returning dress up clothes and props to the correct place when cleaning up labeled containers for materials after center time. and supplies. Supportive Instructional Strategies: Introduce new materials and show children how to use them and where they will be stored. Model safe and respectful use of materials and equipment. Provide sufficient time in the daily schedule for clean-up routines. Assist children with using materials, as needed (e.g., a child with less experience or developmental delay may need more assistance).
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III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
A. Self-Regulation Related Skills Within The Standards b. Life/Adaptive III. Social and Emotional Development 3. Adapts to transitions with increasing independence A.b.1. Four-year-olds need varying levels of adult support to manage transitions, IV. Language, Communication, though over the course of the year they become better able transition and Emergent Literacy independently between activities and settings. A.1.a. III. SOCIAL & EMOTIONAL DEVELOPMENT Examples illustrating this standard include: Teacher Tips easily separating from family member, teacher, or caregiver, with teacher When teachers manage support as needed transitions calmly, children returning to their place on the rug after dancing during a large group time are much more likely to do activity the same. Calm teachers are more likely to have calm cleaning up the playground and preparing to go inside when the teacher children. rings the bell, with little or no resistance.
Environmental Supportive Instructional Strategies: Considerations Use transition signals to help children manage changes (e.g., singing a Include transition props and clean-up song, ringing a bell to indicate that clean up will begin in five materials such as music, carpet squares, and attention- minutes, playing calm music when it’s time for rest). grabbing objects, as well as Provide advance notice and anticipate how individual children will respond easy access to storage and when changes occur in the schedule or routine (e.g., children may need consistent meeting spaces. individual notice or guidance for transitions). Create classroom helpers or jobs to involve children in transition process (e.g., line leader, mat helper, bell ringer). Allow children additional time to transition from one activity to another when needed.
58 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
B. Relationships Related Skills Within The Standards a. Self III. Social and Emotional Development 1. Shows increasing confidence in their own abilities B.b.3. Four-year-olds come to school with an emerging sense of self and an IV. Language, Communication, increasing awareness of their personal characteristics and preferences. Most and Emergent Literacy four-year-olds readily participate in classroom activities. They are also eager to C.1.a., C.1.b., C.1.c., C.2.a., make choices, explore the classroom environment, and relate to others C.2.b., C.2.c., D.1.a., D.1.b., appropriately. E.1.a., E.2.a., E.2.b., E.3.a., E.3.b., E.3.c. Examples illustrating this standard include: identifying personal characteristics and preferences (e.g., the color of their Teacher Tips hair or their favorite food) Purposeful room arrangement can increase the children’s selecting activities to engage in confidence as they understand being comfortable sharing how things are done in home or other how to independently explore environments (e.g., “At home we hang our clothes on the clothesline.”) the learning environment. relating appropriately to others by “using their words” (e.g., “I don’t like it when you grab things. If you ask first, I will let you have a turn.”), with Environmental teacher support. Considerations Display visuals that allow children to independently Supportive Instructional Strategies: participate in classroom Allow children to opt out of some activities. activities and explore the Support and scaffold the children as they are learning new concepts and learning environment (e.g., skills. center signs, pictorial daily schedule, attendance, chart). Celebrate accomplishments with specific feedback.
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III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
B. Relationships Related Skills Within The Standards b. Peers III. Social and Emotional Development 1. Interacts with and develops positive relationships with peers A.c.1., B.b.2., B.b.3. As four-year-olds’ communication increases and perspective-taking skills begin IV. Language, Communication, to develop, they are improving their social skills, developing positive and Emergent Literacy relationships, and engaging in peer groups. Peers are often of the same gender E.1.a., E.2.a., E.2.b., E.3.a., but not always. Four-year-olds are also beginning to use group entry and exit III. SOCIAL & EMOTIONAL DEVELOPMENT E.3.b., E.3.c., F.4.a. abilities appropriately.
Teacher Tips Examples illustrating this standard include: Poor peer relationships and peer engaging in activities with peers (e.g., riding tricycles or dramatic play) rejection are associated with understanding the difference between helpful and hurtful ways to get aggression, loneliness, low self- worth, and later problems in something or meet a need school. asking to join a group.
Environmental Supportive Instructional Strategies: Considerations Teach children how to be helpful instead of hurtful in difficult situations (e.g., Include space for small groups to “What could you do to be helpful instead of hurtful when someone calls you work together and materials that encourage cooperation. a name?”). Teach children group entry skills using a variety of formats (e.g., verbal gestures, role-play) and how they should respond when peers want to join their activity (e.g., “Only four people can play in this center so you have to wait.”). Recognize power positions in peer groups (e.g., Do the group leaders include and exclude particular students?). Address power positions in peer groups. (e.g., Allow for free group choice and also teacher-chosen groups to minimize the exclusion of particular children. Teach group leaders skills for including other children and peer group members how to say, “No,” to the group leader or how to leave the group to play with other children.).
60 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
B. Relationships Related Skills Within The Standards b. Peers III. Social and Emotional Development 2. Develops special friendships B.b.1., B.b.3. Four-year-olds continue to develop their friendship skills. They more frequently initiate activities with children they consider peers and play in Teacher Tips complex ways. Empathy and caring for others takes place when children have The quality of children’s the opportunity to develop friendships. Children who become friends are better friendships in prekindergarten is a significant determinant of at initiating and sustaining interactions and resolving conflicts with each other. their adjustment to kindergarten. Examples illustrating this standard include: Environmental talking with a peer to plan their play at the sand table Considerations noticing that a friend needs help putting away the blocks and going to help Create bulletin boards and other exhibiting appropriate behavior when placed in a group by the teacher (e.g., spaces to display photographs of friends working and playing non-peers, mixed gender, mixed abilities) together. playing cooperative games with one or more friends.
Supportive Instructional Strategies: Teach children how to make and be a friend. Role-play helpful and hurtful situations (e.g., taking turns, expressing frustration with a friend, asking someone to move). Build the classroom community based on cooperative activities and principles.
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III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
B. Relationships Related Skills Within The Standards b. Peers III. Social and Emotional Development 3. Shows care and concern for others A.c.1., B.b.1., B.b.2. Four-year-olds continue to develop empathy, care and concern for those IV. Language, Communication, around them. They are increasingly able to understand the feelings of others and Emergent Literacy and are developing skills that allow them to respond to others in caring and D.1.a., D.1.b., E.2.a., E.2.b. helpful ways. Their cognitive development and social experience contributes to III. SOCIAL & EMOTIONAL DEVELOPMENT this increase in caring behaviors, but some four-year-olds may still need help Teacher Tips becoming aware of and identifying the feelings and emotions of others. Prekindergarten children are naturally egocentric; they think Examples illustrating this standard include: the world revolves around them. recognizing when a peer is upset and trying to comfort him/her (e.g., “It’s With strong adult models that encourage and praise their okay; I’ll be your friend until your daddy comes back,” while patting the peer efforts to notice and understand on the back.) peers, they begin to develop helping a classmate with a physical disability line up to go outside empathy and caring. labeling emotions on peers’ faces (e.g., “You look sad.”) going to the teacher for help when a peer is hurt. Environmental Considerations Include books, puppets, Supportive Instructional Strategies: and materials that support Acknowledge and accept children’s range of emotions (e.g., “You were understanding and expression angry when you hit Charles, but he needs you to use words so that he can of feelings. understand how you feel.”). Model empathy and verbalize while modeling (e.g., “I can see that Jasmine is sad, so I’m going to comfort her.”). Teach children how to recognize emotions through the posture and facial expressions of peers. Recognize helpful and kind interactions among the children and acknowledge how the behavior helped someone else (e.g., “You shared your blue crayon with Aaron so he could color the sky. That was helpful.”).
62 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
B. Relationships Related Skills Within The Standards c. Adults III. Social and Emotional Development 1. Develops positive relationships and interacts comfortably with familiar B.b.3. adults IV. Language, Communication, Four-year-olds continue to develop close social relationships with adults that are and Emergent Literacy significant to them. Secure attachment with at least one teacher supports C.1.a., C.1.b., C.1.c., C.2.a., children as they begin experimenting with independence and initiative, giving C.2.b., C.2.c., D.1.a., D.1.b., them self-confidence to take risks and try new things. Four-year-olds need help E.1.a., E.2.a., E.2.b., E.3.a., learning how to interact when meeting new adults. E.3.b., E.3.c.
Examples illustrating this standard include: Teacher Tips entering the classroom and greeting the teacher with increasing ease A child’s prior experiences with adults will shape how the child expressing affection to a teacher or caregiver with hugs or words and responds to new adults. Provide accepting affection in return children with support and a safe cooperating with an adult who offers individualized instruction (e.g., a environment where they can therapist) express concerns, if needed. going to a specific teacher for assistance when upset or if problem-solving help is needed Environmental Considerations accepting guidance and redirection from adults with whom they have a Include spaces that encourage mutually affectionate relationship. conversations and small group interactions (e.g., sitting areas Supportive Instructional Strategies: for two or three people, Introduce children to other adults in the facility (e.g., the cook, the principal community swings, and benches). or director, the nurse). Adults should make an effort to converse regularly with individual children and help each child in the classroom to build a secure attachment with at least one adult. Spend one-on-one time connecting with children throughout the week and let each child know that you are happy that he or she is a member of your classroom. Greet each child by name every morning and say goodbye to each child at the end of the day.
Florida Early Learning and Developmental Standards for Four-Year-Olds 63
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
C. Social Problem Solving Related Skills Within The Standards 1. Shows developing ability to solve social problems with support from II. Approaches to Learning familiar adults B.1. Four-year-olds are becoming better at working out conflicts on their own, but still IV. Language, Communication, need a good deal of help from trusted adults. They may show physical (e.g., and Emergent Literacy hitting, pushing) or verbal aggression, or exclude peers when they have C.1.a., C.1.b., C.1.c., C.2.a., conflicts. As language and thinking skills continue to develop, however, four- C.2.b., C.2.c., D.1.a., D.1.b., year-olds are increasingly able to use words, negotiate, and offer ideas for III. SOCIAL & EMOTIONAL DEVELOPMENT E.1.a., E.2.a., E.2.b., E.3.a., solutions to their problems. Modeling how to compromise or share is an E.3.b., E.3.c. effective strategy for helping four-year-olds solve their social problems.
Teacher Tips Examples illustrating this standard include: When children have established talking with a peer to decide who will get the first turn, with teacher support relationships with familiar adults, they become better at working and multiple experiences over time out conflicts independently. waiting for a peer to finish speaking before talking in conversations scooting over during large group time when a peer is sitting too close Environmental calming down before attempting to solve a problem, with teacher support Considerations and multiple experiences over time Include sufficient space and using helpful words to express frustration and anger (e.g., “I don’t like it materials to reduce conflicts and a teacher-to-child ratio that when you get in front of me on the slide while I’m waiting for my turn. enables teachers to be available Please wait your turn.”). to assist with conflict resolution. Supportive Instructional Strategies: Role-play helpful and hurtful situations (e.g., taking turns, sharing, expressing frustration with a friend, asking someone to move). Teach initiation skills so children have multiple strategies when they want to play with others or join a group. Teach children how to initiate common-ground activities with peers (e.g., “Let's play with the blocks.” “Do you want to paint?”). Identify similarities with other children (e.g., “We have on dinosaur shirts.” “I have shoes that tie too.” “We both like to play in the sand.”). Observe what the group is doing and add something to the play (e.g., “I could be the elephant. You don't have one in your zoo.”). Ask again (e.g., most play episodes are short so teach children to ask again if they can play), and use the initiation skills learned. Become conscious of competitive events that pit children against each other for adult attention or rewards and stop relying on these for compliance (e.g., Adults should stop saying, “The quietest table will get to line up first.” “The children being good will get a sticker.” “Let’s see who can clean their space up the best for Mrs. Mahoney.”).
64 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT
III. SOCIAL AND EMOTIONAL DEVELOPMENT FOUR-YEAR-OLDS
C. Social Problem Solving Related Skills Within The Standards 2. Develops an initial understanding of bullying, with support from familiar I. Physical Health adults A.6. Through role-playing and teacher-led discussions over time, children begin to III. Social and Emotional develop an initial understanding of bullying (e.g., the roles of the bully, the Development target, and the bystander), with teacher support and multiple experiences over A.a.1., B.a.1., B.b.1. time.
IV. Language, Communication, and Emergent Literacy Examples illustrating this standard include: explaining to a peer why tattling is not helpful (e.g., “It’s not nice to try and E.1.a., E.2.a., E.2.b. get somebody in trouble.”) V. Cognitive Development and reporting to an adult when he or she sees a peer in danger (e.g., “Sally General Knowledge keeps pulling Sarah’s hair and making her cry.”) C.d.1., C.d.2. Speaking up for peers when they see an injustice (e.g., mistreatment or bullying of others) by offering assistance and teaching each other how to Teacher Tips be helpful. Develop and model mutually respectful relationships with the families of children in your Supportive Instructional Strategies: classroom and colleagues at Discuss bullying behavior (e.g., physical, verbal, emotional) with class and work. teach anti-bullying strategies (e.g., large group, small group, one-on-one). Role-play the roles of the bully, the target, and the bystander. Environmental Teach the difference between tattling and reporting. Considerations Include books, puppets, and materials that may be used to develop an initial understanding of bullying.
Florida Early Learning and Developmental Standards for Four-Year-Olds 65
SOCIAL AND EMOTIONAL DEVELOPMENT GLOSSARY
affective - related to factors such as emotional regulation, child motivation, attitudes, perceptions, and values. autonomy - independence. bully - child who repeatedly commits negative acts with a conscious intent to hurt another child. bullying - repeated negative act(s) committed by one or more children with a conscious intent to hurt another child. These negative acts can be verbal (e.g., making threats, name
III. SOCIAL & EMOTIONAL DEVELOPMENT -calling), psychological (e.g., excluding children, spreading rumors), or physical (e.g., hitting, pushing, taking a child's possessions). bystander - anyone, other than the bully and victim, who is present during a bullying incident. center - area within the classroom arranged so that children are able to participate in a variety of learning experiences relating to art, science, reading, dramatic play, blocks, etc. (e.g., an art center, a reading center, a science center, a block center, a dramatic play center, or a writing center). dramatic play - expressive and spontaneous play. emerging - initial stages of a developing skill. emotional readiness - the ability to understand and express one’s own feelings, understand the feelings of others, cooperate with peers/adults, and resolve conflicts. empathy - understanding of another’s feelings. environment - the circumstances, objects, or conditions by which one interacts with and is surrounded. initiate - to begin something, taking the first step. initiation skills - socially acceptable ways to enter a group that is already engaged, such as mentioning a common interest (e.g., “I like cars too. Can I play race track with you?”). interpersonal skills - the ability to get along with others. life/adaptive - age-appropriate skills and behaviors necessary for children to move comfortably in a variety of social settings and to function safely and appropriately in daily life. music - sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony. planning - the process of mental preparation and problem-solving in order to accomplish an act (e.g., a child tells the teacher what he/she will do during center time). reporting - trying to help keep a child or children out of danger because they may get hurt or they are being hurt (e.g., target/victim of a bully). scaffold - to model and provide appropriate support to help a child acquire a skill or knowledge (e.g., giving clues, asking questions, and providing verbal prompts).
66 Florida Early Learning and Developmental Standards for Four-Year-Olds III. SOCIAL & EMOTIONAL DEVELOPMENT III. SOCIAL & EMOTIONAL DEVELOPMENT
SOCIAL AND EMOTIONAL DEVELOPMENT GLOSSARY (continued) self-care - the capacity to take care of personal needs (e.g., drinking from a cup, getting dressed, washing hands, making choices, toileting independently). self-regulation - a deep internal mechanism that enables four-year-olds as well as adults to engage in mindful, intentional, and thoughtful behaviors. It involves children’s ability to recognize their own impulses and respond to experiences with an appropriate range of immediate and delayed emotions. skills - the ability to use knowledge effectively and readily in performance; the ability to transform knowledge into action. social readiness - the ability to cooperate with peers and adults to resolve conflicts. target - the victim or focus of a bully. tattling - giving information to an adult to try to get another child or children in trouble when they aren’t hurting themselves or others. temperament - a person’s characteristic style of approaching and responding to people and situations, including activity level, adaptability, regularity, approach-withdrawal, sensitivity, distractibility, intensity, quality of mood, and attention span.
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68 Florida Early Learning and Developmental Standards for Four-Year-Olds
IV. LANGUAGE, COMMUNICATION
& EMERGENT LITERACY IV. LANGUAGE, COMMUNICATION,
AND EMERGENT LITERACY
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70 Florida Early Learning and Developmental Standards for Four-Year-Olds OVERVIEW OF LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY STANDARDS
A. Listening and Understanding 1. Increases knowledge through listening Benchmark a: Child shows understanding by asking and answering relevant questions, adding comments relevant to the topic, and reacting appropriately to what is said. 2. Follows multi-step directions. Benchmark a: Child achieves mastery of two-step directions and usually follows three- step directions, with teacher support and multiple experiences over time.
B. Speaking 1. Speech is understood by both a familiar and an unfamiliar peer or adult Benchmark a: Child’s speech is understood by both a familiar and an unfamiliar adult. IV. LANGUAGE, COMMUNICATION, AND
C. Vocabulary
1. Shows an understanding of words and their meanings EMERGENT LITERACY Benchmark a: Child has age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings within each area (e.g., world knowledge: names of body parts, feelings, colors, shapes, jobs, tools, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs). Benchmark b: Child has mastery of functional and organizational language of the classroom (e.g., same and different, in front of and behind, next to, opposite, below). Benchmark c: Child understands or knows the meaning of many thousands of words including disciplinary words, (e.g., science, social studies, math, and literacy) many more than he or she routinely uses (receptive language).
2. Shows increased vocabulary to describe many objects, actions, and events Benchmark a: Child uses a large speaking vocabulary, adding new words weekly. Benchmark b: Child uses category labels (e.g., fruit, vegetable, animal, transportation, tools). Benchmark c: Child uses a variety of word meaning relationships (e.g., part-whole, object-function, object-location).
D. Sentences and Structure 1. Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences Benchmark a: Child typically uses complete sentences of four or more words, usually with subject, verb, and object order. Benchmark b: Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement.
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OVERVIEW OF LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY STANDARDS (continued)
D. Sentences and Structure (continued) 2. Connects phrases and sentences to build ideas Benchmark a: Child uses sentences with more than one phrase. Benchmark b: Child combines more than one idea using complex sentences. Benchmark c: Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended meaning.
E. Conversation 1. Uses language to express needs and feelings, share experiences, predict outcomes, and resolve problems Benchmark a: Child demonstrates varied uses of language (e.g., requesting, comment- ing, using manner words, problem-solving).
2. Initiates, ask questions, and responds to adults and peers in a variety of settings Benchmark a: Child follows another’s conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new content. Benchmark b: Child provides appropriate information for the setting (e.g., introduces himself or herself, requests assistance, answers questions by providing name and address to a police officer or other appropriate adult).
EMERGENT LITERACY 3. Uses appropriate language and style for context Benchmark a: Child demonstrates knowledge of verbal conversational rules (e.g., appropriately takes turns, does not interrupt, uses appropriate verbal expressions, and uses appropriate intonation). IV. LANGUAGE, COMMUNICATION, AND Benchmark b: Child demonstrates knowledge of nonverbal conversational rules (e.g., appropriate eye contact, appropriate facial expressions, maintaining a comfortable distance in conversation). Benchmark c: Child matches language to social and academic contexts (e.g., uses volume appropriate to context, addresses adults more formally than he or she addresses other children, and uses the more formal academic language of the classroom).
F. Emergent Reading 1. Shows motivation for reading Benchmark a: Child enjoys reading and reading-related activities (e.g., selects reading and reading-related activities when given a choice, pretends to read to others). Benchmark b: Child interacts appropriately with books and other materials in a print-rich environment. Benchmark c: Child asks to be read to or asks the meaning of written text.
72 Florida Early Learning and Developmental Standards for Four-Year-Olds OVERVIEW OF LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY STANDARDS (continued)
F. Emergent Reading (continued) 2. Shows age-appropriate phonological awareness Benchmark a: Child can distinguish individual words within spoken phrases or sen- tences. Benchmark b: Child combines words to make a compound word (e.g., “foot” + “ball” = “football”) Benchmark c: Child deletes a word from a compound word (e.g., “starfish” – “star” = “fish”).
Benchmark d: Child combines syllables into words (e.g., “sis” + “ter” = “sister”). IV. LANGUAGE, COMMUNICATION, AND Benchmark e: Child can delete a syllable from a word (e.g., “trumpet” – “trum” = “pet” or “candy” – “dy” = “can”). Benchmark f: Child combines onset and rime to form a familiar one-syllable word with and without pictorial support (e.g., when shown several pictures, and adult says /c/ + EMERGENT LITERACY “at,” child can select the picture of the cat).
3. Shows alphabetic knowledge Benchmark a: Child recognizes almost all letters when named (e.g., when shown a group of letters, can accurately identify the letter that is named). Benchmark b: Child names most letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name). Benchmark c: Child recognizes some letter sounds (e.g., when shown a group of letters, can accurately identify the letter of the sound given). Benchmark d: Child names some letter sounds (e.g., when shown a letter, can accurately say the sound the letter makes).
4. Demonstrates comprehension of text read aloud Benchmark a: Child retells or reenacts a story after it is read aloud. Benchmark b: Child asks and answers appropriate questions about the story (e.g., “What just happened?” “What might happen next?” “What would happen if…?” “What was so silly about…?” “How would you feel if you…?).
G. Emergent Writing 1. Shows motivation to engage in written expression Benchmark a: Child demonstrates understanding of the connections among their own ideas, experiences, and written expression. Benchmark b: Child intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling, creating lists, making notes).
Florida Early Learning and Developmental Standards for Four-Year-Olds 73
OVERVIEW OF LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY STANDARDS (continued)
G. Emergent Writing (continued) 2. Uses scribbling, letter-like shapes, and letters that are clearly different from drawing to represent thoughts and ideas Benchmark a: Child independently uses letter-like shapes or letters to write words or parts of words. Benchmark b: Child writes own name (e.g., first name, last name, or frequent nickname), not necessarily with full correct spelling or well-formed letters.
IV. LANGUAGE, COMMUNICATION, AND 3. Demonstrates age-appropriate ability to write letters Benchmark a: Child independently writes some letters on request.
4. Demonstrates knowledge of purposes, functions, and structure of written composition EMERGENT LITERACY Benchmark a: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with “Dear”; or a story with a beginning, middle, and end).
74 Florida Early Learning and Developmental Standards for Four-Year-Olds LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY INTRODUCTION
All children’s oral language development, including listening and speaking skills, proceeds at an individual pace. However, for most children, the prekindergarten period is one of rapid growth and expansion of understanding, interest, and expressive language skills. When immersed in environments rich in language, novel experiences, and conversation, children make dramatic gains in their comprehension of spoken language and in their ability to effectively use oral language to communicate their own ideas and experiences.
Social and emotional skills, including developing friendships, interacting appropriately with peers and adults in the classroom setting, and expressing needs and feelings, are enhanced in children who have larger vocabularies and greater oral language skills. Four-year-olds who can readily describe an experience, ask for help, and express IV. LANGUAGE, COMMUNICATION, AND excitement and curiosity adapt more easily to the challenges, expectations, and new situations in the classroom setting in prekindergarten and beyond.
Four-year-olds advance their language and communication development through learning EMERGENT LITERACY opportunities in seven primary components: listening, speaking, vocabulary, sentences and structure, conversation, emergent reading, and emergent writing. Listening, or receptive language, the first component, is demonstrated by the way a child verbally and behaviorally responds to oral communication. The second component, speaking, or expressive language, refers to the child’s own skill at clearly expressing himself or herself in words. The third component, vocabulary, includes a huge expansion in the words that a child understands, especially words related to a growing knowledge of the world and the ways that people describe objects and actions, as well as substantial growth in the words children use in their own verbal expression. The fourth component is sentences and structure. During the prekindergarten period, four-year-olds expand their use of complete sentences and demonstrate growing mastery of correct structure in the way they arrange the words they use to communicate. Four-year-olds also gain a more sophisticated understanding of conversation, the fifth component, including how to initiate, participate appropriately, and modify their speaking patterns for different contexts and settings.
For many four-year-olds, the prekindergarten program may be the first time they have been regularly exposed to children and adults different from their relatives and community members. These new experiences also bring exposure to a broader and more varied language environment. Children bring with them, and share with one another, the language knowledge and skills acquired from their unique home experiences.
The prekindergarten experience also allows four-year-olds from diverse cultural and language backgrounds to learn the language of school, including vocabulary, sentence structure, and content that are key parts of the educational experience in the United States. Understanding these concepts is a first step toward success in the school environment. In addition, children learn words and concepts related to the wide variety of activities, books, and materials in prekindergarten classrooms. This expanded vocabulary
Florida Early Learning and Developmental Standards for Four-Year-Olds 75
allows children to gain a deeper and broader understanding of the world in which they live. Every additional word in their oral language vocabulary will also later help children comprehend and create written text.
Learning to read and learning to write are among the most important tasks, and achievements, of young children today. These skills open the door to a world of learning, discovery, and creativity found in written texts and in the writings of the children themselves. Research shows that children who learn to read early and well in their elementary school education read more independently; achieve more in content area classes (e.g., math, social studies, and science); and are more likely to graduate from high school and pursue higher education. Children who learn to read early in their education benefit from the huge increase in the number of new words they come across each year. These experiences enrich their own oral vocabulary, their reading comprehension, and their writing. Prekindergarten provides children with experiences that help them get ready to read once they reach elementary school.
The prekindergarten period is one of increased motivation for reading among most four- year-olds, especially those who have been exposed to reading, writing, and various forms of print in their home environments. Four-year-olds who come to prekindergarten with fewer of these experiences can benefit immensely from the chance to develop an understanding of and appreciation for written language. When given ample opportunities to interact with books and other forms of print, as well as some instruction in emergent literacy, children can learn much more about the purposes and concepts of written language and about the sounds and letters that combine to form print. Four-year-olds learn best through experiences that are meaningful and interesting to them and through repetition over time, rather than through drill.
Emergent literacy includes the development of the knowledge, conceptual EMERGENT LITERACY understanding, and skills that form the basis for later reading and writing. In the sixth component, emergent reading, four-year-olds show increasing motivation for reading, demonstrated by interest in being read to and told what written words mean, and development in the appropriate use of books and other printed materials. Four-year-olds
IV. LANGUAGE, COMMUNICATION, AND also develop age-appropriate phonological awareness, demonstrated by their growing capacity to recognize that words are made up of smaller units of sound, and that they can blend sounds together to form words or break words apart into smaller pieces. Alphabetic knowledge refers to children’s growing recognition of and ability to name the letters and the sounds they make. As four-year-olds are growing in their ability to comprehend spoken language, they also are developing their understanding of text read aloud, as demonstrated by their correct reenactment or retelling of stories read to them and by their ability to ask and answer factual and abstract questions about the texts. These are oral language skills that emerge with adult support; children who are four- years-old typically are not reading text.
In emergent writing, the seventh component, four-year-olds develop motivation for written expression and learn the concept that print conveys meaning. Just as children grow in their ability to name and recognize alphabet letters, they also gain skills in using letter-like shapes, symbols, and letters to convey meaning, and age-appropriate skill at writing letters.
76 Florida Early Learning and Developmental Standards for Four-Year-Olds Four-year-olds’ knowledge of the structure of written composition is demonstrated in their dictated stories and their own beginning forms of written expression.
A vast amount of research accumulated across the last several decades tells us that the emergent literacy knowledge and skills that children can develop during prekindergarten are the key foundations upon which much of their later reading, writing, and content learning capabilities are built. These skills allow children to easily break the code of reading, especially once their formal reading instruction begins in kindergarten. Together with a growing mastery of oral language and an expanding vocabulary, the print-related skills learned early on pave the way toward success at creative and clear writing skills and reading comprehension.
Note: Benchmarks for development are included in this domain. Benchmarks are more precise than the standards and are set to reflect the level of skill and knowledge that should be demonstrated by a child at the end of their prekindergarten experience (when
most, if not all, of the children would be five years of age). IV. LANGUAGE, COMMUNICATION, AND
Strategies to Support Inclusive Learning Environments EMERGENT LITERACY • Provide good models of communication, including sign language and other alternative methods. • Use special or adaptive devices and/or processes to increase the level of communication and/or participation. • Use a favorite toy, activity, or person to encourage communication and/or participation. • Use peers to provide specific language models. • Use alternative strategies when communicating with children who are non-verbal, have language delays, or are English language learners. • Provide alternate versions of texts (e.g., audiobooks, books in Braille). • Use assistive technology so that children can interact with literacy materials. • Separate skills and behaviors into smaller steps. Use alternate methods of communication for response. Encourage and welcome support personnel (e.g., speech therapist) to work in the classroom modeling instructional strategies and problem-solving for the child’s teachers.
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A. Listening and Understanding Related Skills Within The Standards 1. Increases knowledge through listening I. Physical Health Four-year-olds are eager to communicate with others. During the A.3., A.5. prekindergarten year, their listening skills are becoming further refined through III. Social and Emotional experiences in the classroom setting, which can include peer interactions one- Development on-one or in small groups, teacher-child interactions, and large group activities A.b.1., A.b.3. (e.g., large group time). Over the course of the prekindergarten year, with teacher support, the children’s ability to sustain a conversation and listen for IV. Language, Communication, and Emergent Literacy longer periods should increase.
E.3.a., E.3.b., E.3.c.,F.1.a., F.1.b., F.1.c., F.2.a., F.2.b., Benchmark a: Child shows understanding by asking and answering F.2.c., F.2.d., F.2.e., F.2.f., relevant questions, adding comments relevant to the topic, and reacting F.4.a., F.4.b. appropriately to what is said. V. Cognitive Development and General Knowledge Examples illustrating this benchmark include: responding to a friend appropriately (e.g., Jeremy says, “Let’s put the D.a.1. gorillas in the jungle next.” Addie responds, “Yeah, I think the gorillas should live in this part over here.”) Teacher Tips singing/chanting during group time and adding hand and body motions to Children this age may need help with generating responses to the song/chant at the appropriate time “why” questions. acting appropriately in response to a game (e.g., Simon Says) providing ideas relevant to context, when the teacher asks “What will Environmental
EMERGENT LITERACY happen next?” while reading a book during large group time. Considerations Provide a variety of books, Supportive Instructional Strategies: tapes, and CDs for individual and group listening. Ask children recall questions and expansion questions during Show and Tell, read alouds, and similar large group discussions about their IV. LANGUAGE, COMMUNICATION, AND experiences. Ask children “who”, “what”, “where”, and “why” questions during shared reading. Engage in daily conversations with children on themes and content-related topics or in social conversations where children take multiple turns listening and responding. Create an environment where teachers and children listen attentively to all ideas expressed. Use props and modeling to demonstrate and reinforce active listening (e.g., talking stick, giant ear prop).
78 Florida Early Learning and Developmental Standards for Four-Year-Olds IV. LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY FOUR-YEAR-OLDS
A. Listening and Understanding Related Skills Within The Standards 2. Follows multi-step directions I. Physical Health The group life of preschool and later school years requires that young children A.3., B.1. be able to listen to, understand, and follow directions. As they develop these III. Social and Emotional skills, four-year-olds become more independent and need less individual Development guidance from adults. A.b.1. Benchmark a: Child achieves mastery of two-step directions and usually
Teacher Tips follows three-step directions, with teacher support and multiple When giving multistep directions, experiences over time. teachers should monitor follow- IV. LANGUAGE, COMMUNICATION, AND through and provide support if Examples illustrating this benchmark include: needed. following directions for washing hands (e.g., wet hands, apply soap, scrub, rinse.) Environmental EMERGENT LITERACY Considerations “reading” and following directions for getting a snack (e.g., a Rebus chart Provide child-sized materials and that indicates each child should get one napkin, 11 pretzels, and two pieces equipment to facilitate of cheese) autonomy and mastery of self- help skills. Supportive Instructional Strategies: Instruct children in setting tables for meals and snacks by giving two- and three-step directions. Provide two- and three-step directions for children to complete tasks during clean up and learning activities (e.g., “Make a pattern with the beads, copy it one time on the same string, and show your pattern to me.”) Play or sing songs requiring children to act out multiple behaviors and multi-step directions (e.g., Going on a Bear Hunt or Head, Shoulders, Knees, and Toes).
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B. Speaking Related Skills Within The Standards 1. Speech is understood by both a familiar and an unfamiliar peer or I. Physical Health adult. A.1. Children’s language becomes more understandable through experience talking IV. Language, Communication, and interacting with peers and teachers. With experience, four-year-olds and Emergent Literacy typically refine their articulation and grammar, applying rules of language. F.2.a., F.2.b., F.2.c., F.2.d., F.2.e., F.2.f., F.4.a., F.4.b. Benchmark a: Child’s speech is understood by both a familiar and an unfamiliar adult. Teacher Tips Many children this age have Examples illustrating this benchmark include: articulation difficulties and may showing willingness and desire to talk with classmates and teachers, mispronounce certain sounds. without showing frustration
being understood by the teacher, parents, and peers Environmental Considerations being understood by other individuals who do not regularly interact with Include spaces that invite the child. conversations, small groups of children to work together, and Supportive Instructional Strategies: large group interactions. Model clear speech at a comfortable pace (not too fast or too slow) and an easily heard volume inside and outdoors. Encourage children to use language when making requests, rather than only pointing or gesturing (e.g., ask the child “Do you want milk or
EMERGENT LITERACY orange juice?” to encourage the child to use language to express his/ her wants or needs). When children mispronounce a word or speech sound, repeat back to them using clear and correct pronunciation. (e.g., “You would like to paint next?”). IV. LANGUAGE, COMMUNICATION, AND
80 Florida Early Learning and Developmental Standards for Four-Year-Olds IV. LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY FOUR-YEAR-OLDS
C. Vocabulary Related Skills Within The Standards 1. Shows an understanding of words and their meanings I. Physical Health Four-year-olds develop their vocabulary through a wealth of opportunities as A.5. they interact with their families, teachers, peers, and the environment. Children’s II. Approaches to Learning interactive experiences in all settings provide opportunities to practice using C.1. their new vocabulary and applying these new words in appropriate ways.
III. Social and Emotional Development Benchmark a: Child has age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings within A.c.1., C.1. each area (e.g., world knowledge: names of body parts, feelings, colors, IV. Language, Communication, shapes, jobs, tools, plants, animals and their habitats, and foods; words IV. LANGUAGE, COMMUNICATION, AND and Emergent Literacy that describe: adjectives, verbs, and adverbs). G.2.a., G.2.b., G.2.c., G.2.d., G.2.e., G.2.f., G.3.a., G.3.b., Examples illustrating this benchmark include:
G.3.c., G.3.d., G.4.a., G.4.b., following directions that use descriptive words (e.g., run fast, draw a big EMERGENT LITERACY G.3.a., G.4.a. circle, eat slowly) V. Cognitive Development and uses appropriate labels to describe a classroom activity (e.g. cooking, art General Knowledge activity, pretending to be a veterinarian) A.a.4., A.d.1.d., A.e.1.a., describing a feeling to a friend (e.g., “I was so angry that I felt like a volcano A.e.1.b., A.e.3., A.f.3.a., Af.3.b., erupting!”). A.f.3.c., B.a.2., C.a.1., C.a.3. Supportive Instructional Strategies: Teacher Tips Provide and read to children a variety of concept-related books (e.g., farm Parts of speech include nouns, animals, vegetables, the body, fiction and nonfiction). pronouns, verbs, adjectives, adverbs, prepositions, Add new words to children’s vocabulary by using a synonym for a conjunctions, and articles. commonly used word. Describe children’s actions with varied descriptive words. Environmental Use puppets and props to model expressions of emotions. Considerations Provide daily experiences that introduce new vocabulary (e.g., Include evidence of the value of demonstrate the concept of stability and use the word when discussing how children’s language (e.g., bulletin boards, charts, and homemade to keep block structures from falling down). books) based on children’s Model a wide variety of rich vocabulary words, including varied nouns, conversations and comments adjectives, and verbs. regarding their drawings. Define new words for children when reading aloud and encourage discussion of word meanings. Create category lists of words (e.g., zoo animals we saw on the field trip, tools we use in the classroom).
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C. Vocabulary Related Skills Within The Standards 1. Shows an understanding of words and their meanings I. Physical Health Four-year-olds develop their vocabulary through a wealth of opportunities as A.5. they interact with their families, teachers, peers, and the environment. II. Approaches to Learning Children’s interactive experiences in all settings provide opportunities to practice C.1. using their new vocabulary and applying these new words in appropriate ways.
III. Social and Emotional Development Benchmark b: Child has mastery of functional and organizational language of the classroom (e.g., same and different, in front of and A.c.1., C.1. behind, next to, opposite, below). IV. Language, Communication, and Emergent Literacy Examples illustrating this benchmark include: F.2.a., F.2.b., F.2.c., F.2.d., following teacher’s directions when listening to music (e.g., “Put the scarf F.2.e., F.2.f., F.3.a., F.3.b., over your head, then move it behind you.”) F.3.c., F.3.d., F.4.a., F.4.b., understanding directions given at center time to identify which items are the G.3.a., G.4.a. same and which are different V. Cognitive Development and retelling what they heard or pointing to appropriate pictures General Knowledge A.a.3.a., A.a.3.b., A.a.3.c., Supportive Instructional Strategies: A.a.6.a., A.e.1.a., A.e.1.b., Provide directions to children using very specific language for locations, A.e.3., A.f.3.a., A.f.3.b., A.f.3.c., B.a.2., C.a.1., C.a.3. sizes, shapes, and relationships (e.g., “Look for the big red teddy bear inside the cabinet.”).
EMERGENT LITERACY Play Simon Says and scavenger hunt games using specific location, Teacher Tips action, and descriptor words (e.g., “Find two blocks that are the same and Four-year-old children do not typically have an understanding one that is different.”). of left and right. Include language about position and descriptive characteristics of things and actions when interacting with children or commenting on their play IV. LANGUAGE, COMMUNICATION, AND Environmental (e.g., “Look at the ladybug on top of the leaf.”). Considerations Read both fiction and non-fiction books that contain functional and Fill the classroom with a wide organizational language. variety of objects and pictures of objects and actions related to Play games indoors and outdoors using positional words. (e.g., “Hold the new vocabulary words, by parachute over your head.” “Stand on top of the scarf.”). adding and alternating materials as appropriate.
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C. Vocabulary Related Skills Within The Standards 1. Shows an understanding of words and their meanings I. Physical Health Four-year-olds develop their vocabulary through a wealth of opportunities as A.5. they interact with their families, teachers, peers, and the environment. II. Approaches to Learning Children’s interactive experiences in all settings provide opportunities to practice C.1. using their new vocabulary and applying these new words in appropriate ways.
III. Social and Emotional Development Benchmark c: Child understands or knows the meaning of many thousands of words, including disciplinary words (e.g., science, social A.c.1., C.1. studies, math, and literacy), many more than he or she routinely uses IV. Language, Communication, (receptive language). IV. LANGUAGE, COMMUNICATION, AND and Emergent Literacy F.2.a., F.2.b., F.2.c., F.2.d., Examples illustrating this benchmark include: F.2.e., F.2.f., F.3.a., F.3.b., using a new word when describing a trip to the museum or from another F.3.c., F.3.d., F.4.a., F.4.b., experience EMERGENT LITERACY G.3.a., G.4.a. demonstrating understanding of new words and information by restating V. Cognitive Development and words in context or reproducing the appropriate actions General Knowledge responding to a teacher’s request to “return to the table,” when “return” may A.a.2.a., A.a.3.a., A.a.3.b., not be a word the child has used before A.a.3.c., A.a.4., A.d.1.d., responding correctly to a teacher’s directive. A.e.1.a., A.e.1.b., A.e.3., B.a.2., C.a.1., C.a.3. Supportive Instructional Strategies: Use and discuss new words daily when speaking with children. Teacher Tips Teach and discuss new word meanings before, during, and after book Conversing with children and providing interactive reading of reading. high-quality children’s literature When creating a bulletin board or mural for a new theme, identify, label, are two research-based and discuss the meaning and function of the pictures and objects. techniques for increasing During an interactive science activity model the use of relevant specific children’s vocabulary. science terms (e.g., experiment rather than project, beaker rather than cup,
Environmental hypothesis rather than guess). Considerations Use words like, architect, engineer, columns and skyscraper to describe Provide many quality children’s their roles, actions, and products while children are creating a structure in books and reading spaces, with the block center. opportunities in the schedule to use them.
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C. Vocabulary Related Skills Within The Standards 2. Shows increased vocabulary to describe many objects, actions, and I. Physical Health events A.5. At this age children are using more complex words in their language, particularly II. Approaches to Learning if they have been exposed to a rich vocabulary. Although they understand C.1. many more category labels than they use in speech, they include many category labels in their descriptions. III. Social and Emotional Development Benchmark a: Child uses a large speaking vocabulary, adding new words A.c.1., C.1. weekly. IV. Language, Communication, and Emergent Literacy Examples illustrating this benchmark include: F.4.a., F.4.b., G.4.a. using descriptive words (e.g., “My turtle crawls slowly.” “That’s a silly V. Cognitive Development and picture.”) General Knowledge trying out new words when talking to their friends during story time, asking questions to clarify concepts and build word A.e.1.a., A.e.1.b., A.e.3., A.f.3.a., A.f.3.b., A.f.3.c., B.a.2., C.a.1., knowledge C.a.3. describing the process of how eggs and an incubator were used together to hatch baby chicks. Teacher Tips Children will learn and use new Supportive Instructional Strategies: words easily when their teacher Provide numerous daily opportunities for children to talk with peers and uses new and interesting words
EMERGENT LITERACY adults in the classroom. in conversation. Encourage children’s verbal input during shared book reading (e.g., in
Environmental response to questions or to relate the book to their own experiences) Considerations Teach children to play Go Fish and other card games that require verbal labeling and request of picture card.
IV. LANGUAGE, COMMUNICATION, AND Include materials and supplies to support list, book, and chart- Develop child-friendly definitions of important words related to an upcoming making to capture expanding lesson. vocabularies. Build your own background knowledge and expanded vocabulary related to an upcoming thematic unit to share with the children. Create a bulletin board or other spotlight area to highlight new words children discover during on-going classroom experiences. Create and regularly add to a classroom dictionary that includes new words, child-friendly definitions, and illustrations or photographs.
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C. Vocabulary Related Skills Within The Standards 2. Shows increased vocabulary to describe many objects, actions, and I. Physical Health events A.5. At this age children are using more complex words in their language, particularly II. Approaches to Learning if they have been exposed to a rich vocabulary. Although they understand C.1. many more category labels than they use in speech, they include many category labels in their descriptions. III. Social and Emotional Development Benchmark b: Child uses category labels (e.g., fruit, vegetable, animal, A.c.1., C.1. transportation, tool). IV. Language, Communication, IV. LANGUAGE, COMMUNICATION, AND and Emergent Literacy Examples illustrating this benchmark include: F.4.a., F.4.b., G.4.a. answering questions at large group time about forms of transportation V. Cognitive Development and labeling and describing fruits and vegetables General Knowledge identifying which objects are kitchen items and which are not EMERGENT LITERACY describing an apple as a fruit and a jacket as a piece of clothing. A.e.3., A.f.3.a., A.f.3.b., A.f.3.c., B.a.2., C.a.1., C.a.3. Supportive Instructional Strategies:
Call attention to category labels that appear in story books and other written Teacher Tips Provide frequent opportunities text. for families to share special Model use of and teach children category group labels (e.g., vehicles, interests and include category clothing, and furniture). words associated with their Provide opportunities for children to make category collages of items and interests in the classroom. have children share their collages by orally labeling each item and naming
Environmental the category. Considerations Introduce new category labels to children through changes to the dramatic play center (e.g., adding words associated with stores, travel, pets, and kitchen tools).
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C. Vocabulary Related Skills Within The Standards 2. Shows increased vocabulary to describe many objects, actions, and II. Approaches to Learning events A.1., C.1. At this age children are using more complex words in their language, particularly III. Social and Emotional if they have been exposed to a rich vocabulary. Although they understand Development many more category labels than they use in speech, they include many B.a.1., B.b.1. category labels in their descriptions.
IV. Language, Communication, and Emergent Literacy Benchmark c: Child uses a variety of word meaning relationships (e.g., part-whole, object-function, object-location). C.1.a., E.1.a. V. Cognitive Development and Examples illustrating this benchmark include: General Knowledge naming parts of a familiar object (e.g., naming parts of a car: hood, window, B.c.1., B.d.1. trunk) answering questions about what a familiar object is used for (e.g., pencil is Teacher Tips for writing, pot is for cooking) Building children’s vocabulary sorting play animals according to typical habitat (e.g., jungle animals vs. can be included into the familiar farm animals vs. house animals). routine of sharing story books with children. This allows children to learn new Supportive Instructional Strategies: vocabulary words within an Use real objects, manipulatives, or photographs to help children practice engaging activity and allows using the concepts of part-whole (e.g., identifying the tires, steering wheel, them to hear the new
EMERGENT LITERACY trunk of a vehicle). vocabulary words used within Before taking a fieldtrip, hold a class discussion about what you might see the story. and experience at the location (e.g., sheep, tractor, cows at a farm). Environmental After taking the fieldtrip, hold a discussion about what the children saw at Considerations the location and compare with the earlier prediction. IV. LANGUAGE, COMMUNICATION, AND Include real objects, Discuss the necessary tools and their functions when planning a cooking manipulatives, or photographs experience (e.g., spoon for stirring, whisk for whipping, and oven for in the classroom for children baking). to describe and compare. Use props, manipulatives, charts, and photos to support children’s understanding of associations among word concepts (e.g., matching pictures of car parts to the picture of a car.).
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D. Sentences and Structure Related Skills Within The Standards 1. Uses age-appropriate grammar in conversations and increasingly III. Social and Emotional Development complex phases and sentences Four-year-olds increase their use of sentences and varied sentence structures A.c.1., C.1. (e.g., greater length and complexity). Although errors may continue to occur IV. Language, Communication, (e.g., over-generalization of rules), they demonstrate understanding of many and Emergent Literacy structure and grammar rules. F.2.a., F.2.b., F.2.c., F.2.d., F.2.e., F.2.f. Benchmark a: Child typically uses complete sentences of four or more words, usually with subject, verb, and object order. Teacher Tips IV. LANGUAGE, COMMUNICATION, AND Be attentive to quiet or shy Examples illustrating this benchmark include: children. Talk with their parents telling a story about a family trip using long and complex sentences frequently about special interests and look for opportunities to participating in a long conversation about pets with a friend engage these children in asking questions and adding ideas using complete sentences during a EMERGENT LITERACY conversations. presentation by a special visitor sharing an experience (e.g., “We went to the park in my grandmother’s Environmental car.”). Considerations Provide books of increasing complexity. Supportive Instructional Strategies: Play a word substitution game that expects each child to repeat the sentence with a different ending (e.g., “I went to the store to buy a ______.”). Help children tell one sentence about their drawings or favorite objects (e.g., “My dinosaur sleeps with me.” “Here’s a picture of my family.”). Model how and encourage children to describe a familiar object that is hidden in a cloth bag in order to guess its identity (e.g., “I feel something soft. It has four legs. It has two ears.”). Reply and expand when a child responds with a simple phrase. (e.g., when child says “Here is a dinosaur.” expand by saying “Yes, that is a dinosaur called a Tyrannosaurus Rex.”).
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D. Sentences and Structure Related Skills Within The Standards 1. Uses age-appropriate grammar in conversations and increasingly III. Social and Emotional Development complex phases and sentences Four-year-olds increase their use of sentences and varied sentence structures A.c.1., B.b.3., C.1. (e.g., greater length and complexity). Although errors may continue to occur IV. Language, Communication, (e.g., over-generalization of rules), they demonstrate understanding of many and Emergent Literacy structure and grammar rules. A.2.a., A.2.b., A.2.c., A.2.d., A.2.e., A.2.f. Benchmark b: Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. Teacher Tips Teachers should model correct Examples illustrating this benchmark include: grammar when talking with using the correct tense when describing something they did the night before children and parents. When a child uses incorrect grammar, (e.g., “My family went to the ice cream store last night.”) the teacher should rephrase saying “feet” although a younger classmate says “foots” what the child said as identifying all the art objects that belong to them, using “my” and “mine,” clarification (e.g., the child says, and those that belong to their friends, using “his” or “her.” “I goed to the store!” The teacher says, “Oh! You went to the store? What did you buy Supportive Instructional Strategies: there?”). Model and help children describe pictures of multiple and single objects to practice the use of correct subject-verb agreement. Environmental Use picture prompts to encourage children to say phrases and sentences Considerations
EMERGENT LITERACY with irregular plurals (e.g., foot/feet, mouse/mice, ox/oxen, child/children). Include a children’s dictionary in Demonstrate how to tell about one’s own picture and about the next child’s the classroom to model looking up correct spellings and picture, beginning with the words “my picture,” “his picture,” or “her picture.” definitions of new words. When child says something with a grammatical error, respond using the correct terminology (e.g., child says “I runned to the swings”; respond with IV. LANGUAGE, COMMUNICATION, AND “Yes you ran to the swings,” modeling the correct grammar).
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D. Sentences and Structure Related Skills Within The Standards 2. Connects phrases and sentences to build ideas II. Approaches to Learning As four-year-olds explore their environments, they demonstrate their growing C.1. knowledge by sharing information in longer and more complex sentences that IV. Language, Communication, provide relevant details about a specific topic. Four-year-old children are and Emergent Literacy generally understood by listeners and able to stay on topic. F.4.a., F.4.b., G.4.a. Benchmark a: Child uses sentences with more than one phrase. V. Cognitive Development and General Knowledge Examples illustrating this benchmark include:
C.a.3. IV. LANGUAGE, COMMUNICATION, AND talking with a friend as they play, using sentences with more than one phrase (e.g., “Let’s build a road next to this building and put a bridge in it.”) Teacher Tips participating in a large group discussion, adding information in multiple Show and Tell is best used with phrases (e.g., “Lizards like to crawl under things and change colors.”) small groups to retain child attention and interest. describing a family trip, combining phrases (e.g., “We went on a hike where EMERGENT LITERACY we saw a waterfall.”). Environmental Considerations Supportive Instructional Strategies: Include ample spaces to post Have children work in pairs, with one child telling the first part of a sentence photographs, project work, and and the other child adding a real or silly phrase to it (e.g., “The dog jumped materials that highlight children’s ideas. over the fence…to get the big bone.”). Provide opportunities for children to tell the group a simple story about a favorite personal experience (e.g., telling the class about a visit to a friend’s house during Show and Tell). Model and give children opportunities to ask and respond to questions in more than one phrase (e.g., “Where would you find a frying pan in a house? A frying pan is found in the kitchen.”). Provide opportunities at meal times for children to engage in conversations with the teacher and other children.
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D. Sentences and Structure Related Skills Within The Standards 2. Connects phrases and sentences to build ideas I. Physical Health As four-year-olds explore their environments, they demonstrate their growing A.1. knowledge by sharing information in longer and more complex sentences that II. Approaches to Learning provide relevant details about a specific topic. Four-year-old children are A.1, C.1. generally understood by listeners and able to stay on topic.
III. Social and Emotional Benchmark b: Child combines more than one idea using complex Development sentences. B.c.1., B.b.1., C.2., B.b.3. IV. LANGUAGE, COMMUNICATION, AND IV. Language, Communication, Examples illustrating this benchmark include: and Emergent Literacy describing cause and effect (e.g., “My hands are dirty because I was playing F.4.a., F.4.b. in the dirt.”) V. Cognitive Development and predicting what will happen next (“If I don’t water the plants they may die.”) EMERGENT LITERACY General Knowledge describing events in a logical time sequence (e.g., “This morning I got up, brushed my teeth, and came to school.”). A.b.1.a., A.b.1.b., A.b.2.b., A.f.3.a., A.f.3.b., A.f.3.c., A.f.3.d., C.a.3. Supportive Instructional Strategies: Provide simple science experiments (e.g., objects that sink and float) and Teacher Tips encourage children to tell what happened (e.g., “The flower floated when it To help encourage more fell in the water.” “I think the block will sink because it is heavy like a complex speech, closely stone.”). attend to and appropriately Help children use complex phrases when retelling familiar stories (e.g., respond to what children say. “When the clock struck midnight, Cinderella ran away.”).
Environmental Encourage children to describe their art using complex sentences (e.g., Considerations “After I mixed blue and red paint, it turned purple.”). Provide spaces for parents Model how to combine two simple related phrases into one coherent to post photographs and sentence (e.g., “This is a pen. It writes in purple ink,” becomes “This is a information about family pen that writes in purple ink.”). events and ask children follow-up questions.
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D. Sentences and Structure Related Skills Within The Standards 2. Connects phrases and sentences to build ideas II. Approaches to Learning As four-year-olds explore their environments, they demonstrate their growing C.1. knowledge by sharing information in longer and more complex sentences that IV. Language, Communication, provide relevant details about a specific topic. Four-year-old children are and Emergent Literacy generally understood by listeners and able to stay on topic. F.4.a.b., G.4.a. Benchmark c: Child combines sentences that give lots of detail, stick to V. Cognitive Development and General Knowledge the topic, and clearly communicate intended meaning.
C.a.3. Examples illustrating this benchmark include: IV. LANGUAGE, COMMUNICATION, AND describing a family event, combining sentences and giving lots of detail Teacher Tips participating in a large group discussion of birds and building on the Guiding or open-ended information by talking with a teacher as they watch birds outside later questions cannot be answered with “yes” or “no.” They require in the day EMERGENT LITERACY a more detailed response. asking many questions about fire engines when the firefighter is a special visitor at the school Environmental maintaining the focus of the conversation in response to a listener’s Considerations comment or question (e.g., Child says,” I played in the snow.” The Use adaptations and document listener says, “There’s no snow here!” Child says, “I was at my communications of children with disabilities. grandmother’s house where there was snow.”).
Supportive Instructional Strategies: Provide an interesting picture and relevant verbal prompts to help the children describe what they see (e.g., “What is the large object in the middle of this picture?”“How did you know it was a ___?”“Tell us what is behind this ____.”). Ask questions and make comments to guide the children in describing a common routine within the classroom (e.g., “After I use the bathroom, I flush the toilet and wash my hands.”). Model and use guiding questions to help children tell about a personal event, organizing the details into an understandable sequence (e.g., “What did you do first?”“What did you do after that?” and “How did it end?”).
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E. Conversation Related Skills Within The Standards 1. Uses language to express needs and feelings, share experiences, I. Physical Health predict outcomes, and resolve problems A.1. Four-year-olds become increasingly able to use language appropriately and II. Approaches to Learning effectively in different social contexts. They share information, feelings, desires, A.1., C.1. and experiences in ways that help them get their needs met, solve problems, and/or engage other people. III. Social and Emotional Development Benchmark a: Child demonstrates varied uses of language (e.g., B.c.1., B.b.1., C.2., B.b.3. requesting, commenting, using manner words, problem-solving). IV. Language, Communication, and Emergent Literacy Examples illustrating this benchmark include: F.4.a., F.4.b. requesting help from a teacher to get a ball that went over the playground V. Cognitive Development and fence General Knowledge telling a friend that they are angry about being pushed responding with “thank you” when a friend hands them a cookie; saying A.b.1.a., A.b.1.b., A.b.2.b., A.f.3.a., A.f.3.b., A.f.3.c., A.f.3.d., “excuse me” when they accidently bump into another child C.a.3. participating in a discussion about magnets, making predictions about what things the magnet will attract. Teacher Tips It is alright for children to make Supportive Instructional Strategies: predictions that may be wrong. Model appropriate language usage (e.g., During lunch the teacher says Follow-up and discussion are
EMERGENT LITERACY “Please pass the napkins.”). essential for children’s Engage children verbally in center activities by role-playing and modeling understanding. desired language skills. Environmental Provide daily experiences that require children to talk and work Considerations cooperatively (e.g., assembling a puzzle with a classmate, role-playing in IV. LANGUAGE, COMMUNICATION, AND Include a variety of books, the dramatic play area, putting on a puppet show with classmates). puppets, felt boards, and other language materials to spark discussions of feelings and experiences.
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E. Conversation Related Skills Within The Standards 2. Initiates, ask questions, and responds to adults and peers in a variety of II. Approaches to Learning settings A.1., C.1. Four-year-olds appropriately use conversations to engage adults and peers, and III. Social and Emotional understand that asking questions is one way to keep a conversation going. They Development also understand what types of topics to talk about with different people in B.c.1., B.b.2., C.1. different settings.
V. Cognitive Development and General Knowledge Benchmark a: Child follows another’s conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new
A.f.3.a., A.f.3.b., A.f.3.c., A.f.3.d., IV. LANGUAGE, COMMUNICATION, AND C.a.3. content.
Examples illustrating this benchmark include: Teacher Tips joining in appropriately during a conversation in progress in the dramatic If a child is embarrassed and disturbed by his or her speech, play area EMERGENT LITERACY or if language skills seem well telling about their pet bird after the teacher asks, “Who has a pet?” behind peers’, discuss your ending a telephone conversation after saying “Goodbye” concerns with a supervisor or explaining or elaborating and staying on topic when a listener asks a appropriate person. question or makes a comment.
Environmental Considerations Supportive Instructional Strategies: Encourage conversations among Greet each child daily and reply to each child’s response. peers by providing small group Engage children in conversation by asking open-ended questions, activities and side-by-side center expanding on their comments, and providing opportunities for children activities. to take the lead during conversation. Encourage an unengaged child to initiate a conversation with another child. Use puppets to model ways of initiating and continuing conversation about a topic. Put on a skit with co-teachers to demonstrate how to ask a friend to share a toy. Model and encourage conversations during meal time.
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E. Conversation Related Skills Within The Standards 2. Initiates, ask questions, and responds to adults and peers in a variety of II. Approaches to Learning settings A.1., C.1. Four-year-olds appropriately use conversations to engage adults and peers, and III. Social and Emotional understand that asking questions is one way to keep a conversation going. They Development also understand what types of topics to talk about with different people in B.c.1., B.b.2., C.1. different settings.
V. Cognitive Development and General Knowledge Benchmark b: Child provides appropriate information for the setting (e.g., introduces him or herself, requests assistance, answers questions by A.f.3.a., A.f.3.b., A.f.3.c., A.f.3.d., C.a.3. providing name and address to a police officer or other appropriate adult).
Examples illustrating this benchmark include: Teacher Tips answering questions asked by the visiting nurse Many four-year-old children will need repeated practice to learn asking the teacher for help after unsuccessfully trying to solve a problem their address. Work with a friend cooperatively with parents on introducing themselves to a new classmate. this skill. Supportive Instructional Strategies: Environmental Considerations Use appropriate language to model classroom expectations for responses Provide comfortable places for (e.g., when first meeting the child, the teacher says, “Hello, I am Ms. parents to be when visiting the Manning.”). early learning environment.
EMERGENT LITERACY Teach children to ask for help as needed (“Will you help me tie my shoe?”). Use puppets, books, and discussions to help children understand appropriate questions and answers with visiting community helpers. Create a classroom greeter/guide as one of your daily classroom jobs. IV. LANGUAGE, COMMUNICATION, AND
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E. Conversation Related Skills Within The Standards 3. Uses appropriate language and style for context III. Social and Emotional Development Four-year-olds are becoming quite good at following conversational rules and using appropriate verbal and non-verbal expressions. They are also learning to B.b.1., B.c.1., C.1. change their language to match different contexts. IV. Language, Communication, and Emergent Literacy Benchmark a: Child demonstrates knowledge of verbal conversational A.1.a. rules (e.g., appropriately takes turns, does not interrupt, uses appropriate verbal expressions, and uses appropriate intonation). Teacher Tips Worried about your classroom Examples illustrating this benchmark include: IV. LANGUAGE, COMMUNICATION, AND being too noisy? Remember the participating in a conversation with an adult or special visitor, taking turns phrase, “Noise with a purpose.” talking and not interrupting Children must be actively engaged in their learning for it waiting until a teacher finishes a conversation with a parent before to be meaningful. requesting help with the art supplies EMERGENT LITERACY showing excitement by using a raised voice when talking about a family trip. Environmental Considerations Supportive Instructional Strategies: Include easy-to-access writing Model conversational etiquette during Show and Tell (e.g., “Susie is materials in many areas of the classroom to encourage sharing now. Your turn is next.”). documentation, charts, and Model conversational etiquette during meal time (e.g., “Please pass the notations regarding classroom green beans, Charlie.”). conversations. Model and explain when and how to use the phrase, “Excuse me,” when a child needs to interrupt an ongoing conversation. Provide a talking stick for children to learn to take turns speaking (e.g., whoever has the talking stick is permitted to speak). Encourage active listening by asking children to maintain eye contact, nod, and ask questions to clarify understanding.
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E. Conversation Related Skills Within The Standards 3. Uses appropriate language and style for context III. Social and Emotional Development Four-year-olds are becoming quite good at following conversational rules and using appropriate verbal and non-verbal expressions. They are also learning to B.c.1., B.b.1., C.1. change their language to match different contexts.
Teacher Tips Benchmark b: Child demonstrates knowledge of non-verbal Cultural differences in nonverbal conversational rules (e.g., appropriate eye contact, appropriate facial conversational rules exist and should be respected (e.g., eye expressions, maintaining a comfortable distance in conversation). gaze, distance between speakers). Examples illustrating this benchmark include: looking at a classmate as they share about their pets Environmental showing excitement by displaying wide open eyes and a smile when Considerations talking about a new pet Equip the classroom with evidence of the children’s standing at a comfortable distance from a friend as they talk. cultural heritage and practices. Supportive Instructional Strategies: Read parts of a book using different facial expressions and discuss how this affects the story. Model and explain different non-verbal conversational rules (e.g., “When you look at me, it shows me that you are listening.”). Role-play conversations using appropriate non-verbal behaviors.
EMERGENT LITERACY Encourage active listening by asking children to maintain eye contact, nod, and ask questions to clarify understanding. IV. LANGUAGE, COMMUNICATION, AND
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E. Conversation Related Skills Within The Standards 3. Uses appropriate language and style for context III. Social and Emotional Development Four-year-olds are becoming quite good at following conversational rules and using appropriate verbal and non-verbal expressions. They are also learning to B.c.1., B.b.1., C.1. change their language to match different contexts.
Teacher Tips Benchmark c: Child matches language to social and academic contexts There are often differences in (e.g., uses volume appropriate to context, addresses adults more formally family preferences regarding how formally children should than he or she addresses other children, and uses the more formal address adults. Talk with parents academic language of the classroom). regarding their preferences. IV. LANGUAGE, COMMUNICATION, AND Examples illustrating this benchmark include: Environmental speaking quietly to a teacher as classmates settle down for a nap Considerations using the title “Mr.” or “Ms.” before a teacher’s name and referring to Provide written words and EMERGENT LITERACY pictures to remind children of classmates by first names social context rules. making context-appropriate statements (e.g., “I am the door holder for the week,” or “I am working in the science center today.”
Supportive Instructional Strategies: Model communication in different social situations (e.g., using different indoor and outdoor voices). Provide varying social situations (e.g., tea parties, assemblies, field trips). Remind children in the dramatic play area to use a quiet voice when the dolls are napping. Role-play introducing visitors to the classroom during large group time or in the dramatic play area.
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F. Emergent Reading Related Skills Within The Standards 1. Shows motivation for reading II. Approaches to Learning Families and teachers are powerful influences on children’s developing A.1. motivation to read. Attitudes, beliefs, and levels of literacy in the home, as well IV. Language, Communication, as opportunities in prekindergarten, determine children’s exposure to and and Emergent Literacy interest in reading. Four-year-old children continue to enjoy interactive language A.1.a. activities and are developing an increasing interest in “reading” on their own. A love of books and the enjoyment of reading move them toward reading on their
Teacher Tips own. Illiteracy is not knowing how to read. Alliteracy is knowing how Benchmark a: Child enjoys reading and reading-related activities (e.g., to read but not having the desire selects reading and reading-related activities when given a choice, to read. Teachers need to instill pretends to read to others). in children the desire to read and model the enjoyment of reading. Examples illustrating this benchmark include: Environmental selecting the reading center during free play or listening attentively during Considerations read alouds Provide a library with a variety of reenacting a favorite story with felt board characters books (e.g., types, difficulty, “reading” a book to a doll during dramatic play topic, and genre) in an inviting, comfortable setting. using props like menus and phone books in the dramatic play area.
Supportive Instructional Strategies:
EMERGENT LITERACY Use a variety of fiction and non-fiction books to supplement center and project activities (e.g., books on building and architecture in the block area, books on the class theme, menus in dramatic play, and books on plants in the science center). Provide audiobooks that children can listen to while following along in the IV. LANGUAGE, COMMUNICATION, AND printed text. Create, use, and refresh a classroom library, that reflects gender, cultural, and linguistic diversity (e.g., story, alphabet, non-fiction, fiction, computer- based story books, big books, poetry, fairy tales and fables, plays, magazines, newspapers, and class-created books). Encourage families to bring or suggest examples of books or printed materials that represent their home and culture.
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F. Emergent Reading Related Skills Within The Standards 1. Shows motivation for reading II. Approaches to Learning Families and teachers are powerful influences on children’s developing A.1. motivation to read. Attitudes, beliefs, and levels of literacy in the home, as well IV. Language, Communication, as opportunities in prekindergarten, determine children’s exposure to and and Emergent Literacy interest in reading. Four-year-old children continue to enjoy interactive language A.1.a. activities and are developing an increasing interest in “reading” on their own. A love of books and the enjoyment of reading move them toward reading on their
Teacher Tips own. The skills referenced in Benchmark b are often referred Benchmark b: Child interacts appropriately with books and other materials IV. LANGUAGE, COMMUNICATION, AND to as “concepts of print.” in a print-rich environment.
Environmental Examples illustrating this benchmark include: Considerations EMERGENT LITERACY Create inviting and comfortable picking a book from the shelf, pretending to read, and returning it to the reading areas and spaces shelf when they are finished indoors and outdoors. looking at an e-reader, magazines, and newspapers in an orderly fashion, turning one page at a time, progressing from front to back selecting and playing a specific audiobook from the MP3 player.
Supportive Instructional Strategies: Model appropriate book handling on a daily basis. Teach children to use technology-based text materials and provide opportunities for use. Demonstrate appropriate use of written materials (e.g., lists, menus, songs, signs, and charts). Encourage children to return materials to their appropriate place in the classroom by using information on the labels. Ensure that materials are accessible so children can explore and use them independently. Encourage children to experiment using literacy materials in novel ways (e.g., pretending to use a magazine as a cookbook in the dramatic play center; using stickers as stamps and note cards as envelopes to mail letters).
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F. Emergent Reading Related Skills Within The Standards 1. Shows motivation for reading II. Approaches to Learning Families and teachers are powerful influences on children’s developing A.1. motivation to read. Attitudes, beliefs, and levels of literacy in the home, as well IV. Language, Communication, as opportunities in prekindergarten, determine children’s exposure to and and Emergent Literacy interest in reading. Four-year-old children continue to enjoy interactive language A.1.a. activities and are developing an increasing interest in “reading” on their own. A love of books and the enjoyment of reading move them toward reading on their
Teacher Tips own. Although four-year-old children are often interested in many Benchmark c: Child asks to be read to or asks the meaning of written text. books, they may still have a favorite one that they request to Examples illustrating this benchmark include: be read over and over. selecting a favorite book for an adult to read before rest time Environmental showing the teacher a note from home and asking what it says Considerations asking the meaning of the writing on the side of a delivery van. Provide a parent bulletin board with suggestions regarding Supportive Instructional Strategies: reading activities and create Model getting meaning from text in books and other print in the classroom. take-home reading activities. (e.g., using think-alouds, comments, and questions as you are reading). Encourage children to ask questions about meaning and purpose of written language.
EMERGENT LITERACY Discuss meanings of words and passages before and after reading (e.g., before reading the story “The Princess and the Pea” teacher provides a definition of the word “mattress”; after reading the book, children and teacher discuss and revisit the term “mattress.”). Encourage children to make suggestions and request for books and other IV. LANGUAGE, COMMUNICATION, AND related materials about topics of interest and then make an effort to provide them (e.g., check them out from the public library or download from the internet). Listen and respond positively to children’s comments, questions, and interest in written materials (e.g., asking follow-up questions, finding materials for the child related to the topic, reading a book related to the topic, encouraging the child to re-read the book.).
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F. Emergent Reading Related Skills Within The Standards 2. Shows age-appropriate phonological awareness II. Approaches to Learning Phonological awareness is an auditory skill. It is the ability to recognize and B.c.1. manipulate speech sounds within spoken language. Developing phonological IV. Language, Communication, awareness in preschool leads to success in reading and writing in the school and Emergent Literacy years. Development of phonological awareness is enhanced with consistent A.1.a., B.1.a., C.1.a., C.1.b., and intentional instruction. With teacher support, children are increasingly aware C.1.c., D.1.a., D.1.b. of and can differentiate the units of sound within spoken words.
Teacher Tips Benchmark a: Child can distinguish individual words within spoken A child’s individual development phrases or sentences. IV. LANGUAGE, COMMUNICATION, AND of phonological awareness is closely tied to overall language Examples illustrating this benchmark include: and speech development and is a strong predictor of reading placing one block for each word spoken by the teacher success. taking a step forward for each word heard in a familiar nursery rhyme EMERGENT LITERACY participating in reciting poems and singing songs during large group time. Environmental Considerations Supportive Instructional Strategies: Provide opportunities for children Make obvious pauses between words to emphasize the separation of words to demonstrate the ability to distinguish individual words within the phrases and help children differentiate each word. within spoken phrases or Model stomping your feet, once for each word in a phrase or sentence. sentences through games. Play games that help children distinguish individual words within spoken phrases or sentences (e.g., clapping hands together once for each word).
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F. Emergent Reading Related Skills Within The Standards 2. Shows age-appropriate phonological awareness II. Approaches to Learning Phonological awareness is an auditory skill. It is the ability to recognize and B.c.1. manipulate speech sounds within spoken language. Developing phonological IV. Language, Communication, awareness in preschool leads to success in reading and writing in the school and Emergent Literacy years. Development of phonological awareness is enhanced with consistent A.1.a., B.1.a., C.1.a., C.1.b., and intentional instruction. With teacher support, children are increasingly aware C.1.c., D.1.a., D.1.b. of and can differentiate the units of sound within spoken words.
Teacher Tips Benchmark b: Child combines words to make a compound word (e.g., Using rhythm techniques such as “foot” + “ball” = “football”). clapping, tapping and snapping help children to identify parts of a Examples illustrating this benchmark include: compound word. experimenting with the creation of compound words using picture cards to create compound words Environmental creating compound words by adding a second part to the first part Considerations provided by the teacher. Provide a variety of pictures that children may use when experimenting with the creation Supportive Instructional Strategies: of compound words. Provide and demonstrate the use of compound word puzzles and picture cards for children to use when practicing blending compound words they say aloud.
EMERGENT LITERACY Play a word game, saying the first part of a compound word and asking children to provide a variety of second halves that make real compound words (e.g., say “sun” and encourage responses like “flower,”“shine,” and “burn”). Provide pictures or oral examples of multi-syllabic words that are and are IV. LANGUAGE, COMMUNICATION, AND not compound words and ask children to identify compound words (e.g., show or say “doghouse,” “catfish,” “camel,” “starfish,” “horse.” Ask child to identify the compound words).
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F. Emergent Reading Related Skills Within The Standards 2. Shows age-appropriate phonological awareness II. Approaches to Learning Phonological awareness is an auditory skill. It is the ability to recognize and B.c.1. manipulate speech sounds within spoken language. Developing phonological IV. Language, Communication, awareness in preschool leads to success in reading and writing in the school and Emergent Literacy years. Development of phonological awareness is enhanced with consistent A.1.a., B.1.a., C.1.a., C.1.b., and intentional instruction. With teacher support, children are increasingly aware C.1.c., D.1.a., D.1.b. of and can differentiate the units of sound within spoken words.
Teacher Tips Benchmark c: Child deletes a word from a compound word (e.g., “starfish” The development of – “star” = “fish”). IV. LANGUAGE, COMMUNICATION, AND phonological awareness proceeds from an ability to hear Examples illustrating this benchmark include: separately and manipulate the biggest concrete sound sections experimenting with the separation of compound words in words (e.g., words in a using picture cards to separate compound words EMERGENT LITERACY sentence, word parts in a breaking apart compound words by removing the second part from the compound word), to an ability to compound word provided by the teacher. hear and manipulate the smaller, more abstract sound sections of words (e.g., syllables, and Supportive Instructional Strategies: eventually the smallest sound Provide and demonstrate the use of compound word puzzles and picture parts, the phonemes). The cards for children to use when practicing taking apart compound words they benchmarks follow this pattern say aloud. of development. Say compound words and then leave off the first part of the compound words (e.g., Teacher says “say backpack”; child responds, “backpack”; Environmental Considerations teacher says, “now say backpack without back”; child says “pack.” Provide compound word puzzles Say compound words and then leave off the second part of the compound that children may use when words (e.g., Teacher says “say watermelon”; child responds, “watermelon”; experimenting with the teacher says, “now say watermelon without melon”; child says “water.”). separation of compound words. Play a word game, saying a compound word and asking children to say the first or second part of the word (e.g., say “sunshine” and encourage responses of “sun” or “shine” ). Provide additional practice opportunities and appropriate corrective feedback, if a child responds incorrectly. Provide the correct response if necessary. (e.g., “that’s not quite right,’ “let’s try again,” “listen carefully,” “that’s just right”).
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F. Emergent Reading Related Skills Within The Standards 2. Shows age-appropriate phonological awareness II. Approaches to Learning Phonological awareness is an auditory skill. It is the ability to recognize and B.c.1. manipulate speech sounds within spoken language. Developing phonological IV. Language, Communication, awareness in preschool leads to success in reading and writing in the school and Emergent Literacy years. Development of phonological awareness is enhanced with consistent A.1.a., B.1.a., C.1.a., C.1.b., and intentional instruction. With teacher support, children are increasingly aware C.1.c., D.1.a., D.1.b. of and can differentiate the units of sound within spoken words.
Teacher Tips Benchmark d: Child combines syllables into words (e.g., “sis” + “ter” = The development of “sister”). phonological awareness proceeds from an ability to hear Examples illustrating this benchmark include: separately and manipulate the biggest concrete sound sections providing the second syllable of familiar words when the teacher says in words (e.g., words in a the first syllable (e.g., says “cil” when teacher says “pen”) sentence, word parts in a identifying the number of syllables in familiar words and names compound word), to an ability to hearing a familiar word and identifying whether it has one, two, or three hear and manipulate the smaller, syllables. more abstract sound sections of words (e.g., syllables, and eventually the smallest sound Supportive Instructional Strategies: parts, the phonemes). The Play a clapping game, clapping once while saying each syllable in benchmarks follow this pattern children’s names, and encourage children to join in (e.g., Lin-da gets two of development.
EMERGENT LITERACY claps, Pat gets one clap, and Mar-ga-ret gets three claps).
Environmental Provide pictures of familiar two-syllable words cut into two pieces. First Considerations model, then encourage the children to practice putting the pictures Provide a variety of pictures together while saying the word aloud. that children may use when Say the first syllable in a familiar two-syllable word and have children IV. LANGUAGE, COMMUNICATION, AND experimenting with the creation provide the second syllable. of compound words. Model and then ask children to repeat the correct response individually or occasionally as a group. Provide pictures, objects, and non-verbal gestures to support children’s understanding and demonstration of the blending task. In a small group, designate each child to represent the first or second syllable in a two-syllable word using color-coded syllable cards. Ask children to find their matching partner. (e.g., child with yellow card that says “wa” finds the partner with the yellow card that says “ter”).
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F. Emergent Reading Related Skills Within The Standards 2. Shows age-appropriate phonological awareness II. Approaches to Learning Phonological awareness is an auditory skill. It is the ability to recognize and B.c.1. manipulate speech sounds within spoken language. Developing phonological IV. Language, Communication, awareness in preschool leads to success in reading and writing in the school and Emergent Literacy years. Development of phonological awareness is enhanced with consistent A.1.a., B.1.a., C.1.a., C.1.b., and intentional instruction. With teacher support, children are increasingly aware C.1.c., D.1.a., D.1.b. of and can differentiate the units of sound within spoken words.
Teacher Tips Benchmark e: Child can delete a syllable from a word (e.g., “trumpet” – “trum” Speak slowly and clearly when = “pet” or “candy” – “dy” = “can”). IV. LANGUAGE, COMMUNICATION, AND teaching emergent literacy skills. Examples illustrating this benchmark include:
hearing the sounds of two syllables and providing the remaining syllable Environmental when the teacher asks what is left when the first syllable is removed (e.g., EMERGENT LITERACY Considerations Incorporate words from the dif- teacher says “spoon; what do you hear if I take away sp?”). ferent languages spoken by the with prompting, with a picture cut in half, pointing to the portion of the pic- children in the word games and ture that represents the remaining syllable print within the early learning with prompting, with a spoken two-syllable word, saying the first syllable environment. (e.g., “pencil / pen, picture / pic, slipper / slip”).
Supportive Instructional Strategies: Play word games (e.g., say a child’s name, then say the name without the first syllable and encourage children to repeat with their own name and the names of their friends). Provide pictures of familiar three-syllable words cut into three pieces. First model, then encourage children to practice taking the pictures apart while saying the word aloud without the first or last syllable. Play a game in which children say two-syllable words and then say the words with the syllables reversed (e.g., say, “monkey,” then “keymon”). In a small group, designate each child to represent the first or second syllable in a two-syllable word and stand with their partner. Have children squat or hide to model being deleted from the word. To provide additional instructional support, say two-syllable words more slowly with emphasis on each syllable and with deliberate and obvious pauses between syllables. Provide a basket with several real items that are two or three syllables. Ask child to select one item and move the item up and down to indicate the syllables. (e.g., helicopter: ”he” “Ii” “cop” “tor”; tractor: “trac” “tor”).
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F. Emergent Reading Related Skills Within The Standards 2. Shows age-appropriate phonological awareness II. Approaches to Learning Phonological awareness is an auditory skill. It is the ability to recognize and B.c.1. manipulate speech sounds within spoken language. Developing phonological IV. Language, Communication, awareness in preschool leads to success in reading and writing in the school and Emergent Literacy years. Development of phonological awareness is enhanced with consistent A.1.a., B.1.a., C.1.a., C.1.b., and intentional instruction. With teacher support, children are increasingly aware C.1.c., D.1.a., D.1.b. of and can differentiate the units of sound within spoken words.
Teacher Tips Benchmark f: Child combines onset and rime to form a familiar one- IV. LANGUAGE, COMMUNICATION, AND The ability to recognize that a syllable word with and without pictorial support (e.g., when shown several word can be separated into its pictures, and adult says /c/ + “at,” child can select the picture of the cat). initial sound or sounds (e.g., the /t/ in “toy” and the /gr/ in “grow”) allows children to Examples illustrating this benchmark include: EMERGENT LITERACY perform a number of different saying the name of familiar one-syllable words when the teacher says manipulations with words. Once the word with a pause between the onset (first sound) and the rime children can separate the first (vowel sound and rest of word) sound (onset) from the rest of a picking up all the toys in the room that begin with the /b/ sound, like word (rime), they can recognize when two words share the same baby, blocks, and books final sound or rhyme. Children saying their own names with a separation between the first sound and also can identify words by their the rest of the sounds first or initial sounds (onset) and identifying which two of three words rhyme and which word does not. can match words that share the same initial sound. The focus should be on children’s accuracy Supportive Instructional Strategies: in separating, naming, or Say familiar words with clear separation between the onset and the rime matching the initial sounds, (e.g., say, “Let’s read the b—ook.” Or “Go get the c—up.”). rather than on how quickly they Provide pictures of familiar one-syllable words cut into two pieces for can do this task. children to put together and separate while orally blending together and
Environmental taking apart the words into onset/rime segments. Considerations Give children sets of four picture cards and help them to say the name of Provide books and poems that each picture aloud. Have the children find the card that does not start rhyme, as well as picture cards with the same sound as the other three. to use when playing word Select words carefully for use in these activities. Words with blends games. (e.g., /bl/, blocks, /st/ street) or digraphs (e.g., /sh/, shoes, /ch/ chair) are more challenging for children to manipulate. Pronounce isolated sounds without an /uh/ sound when articulating individual sounds. (e.g., /b/ instead of /buh/).
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F. Emergent Reading Related Skills Within The Standards 3. Shows alphabetic knowledge IV. Language, Communication, and Emergent Literacy Letters are the written “code” of spoken language and are critical for the development of reading skills. Four-year-old children encounter letters and C.1.a., C.1.b. words in their everyday environment. Children encounter letters in a variety of contexts (e.g., book center, block center, dramatic play center, and art Teacher Tips center). They begin to identify letters by name, especially when a letter is The first letter that children meaningful to them. Teacher scaffolding and support over the course of the typically recognize, name, and sound out is the first letter of prekindergarten year is important to ensure that all letters are introduced to their name. children. Alphabetic knowledge is enhanced with consistent and intentional instruction. With multiple experiences over time, children will begin to identify IV. LANGUAGE, COMMUNICATION, AND Environmental some letter sounds as well, especially letter sounds that are similar to the Considerations letter’s name (e.g., the letter “M” says “mmmm”). Include adaptations for children with hearing and vision impair- EMERGENT LITERACY ments and other disabilities. Benchmark a: Child recognizes almost all letters when named (e.g., when shown a group of letters, can accurately identify the letter that is named).
Examples illustrating this benchmark include: pointing to a letter, rather than an entire word, in print when asked to identify a letter pointing correctly to letters said by the teacher identifying the letters in their names.
Supportive Instructional Strategies: Ask children to point to a specific letter within a printed word that is part of a poem, song, sign, book, or other written text. Give children a set of three to five letters and ask them to find a target letter. Print letters in multiple fonts, cut them out, and help children sort them into same letter piles. Provide child’s name in multiple places within the classroom. Have child point to the letter that begins his/her name. Provide computer letter naming games/activities that allow child to see the letter when the letter is named.
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F. Emergent Reading Related Skills Within The Standards 3. Shows alphabetic knowledge IV. Language, Communication, and Emergent Literacy Letters are the written “code” of spoken language and are critical for the development of reading skills. Four-year-old children encounter letters and C.1.a., C.1.b. words in their everyday environment. Children encounter letters in a variety of contexts (e.g., book center, block center, dramatic play center, and art Teacher Tips center). They begin to identify letters by name, especially when a letter is Provide information to parents meaningful to them. Teacher scaffolding and support over the course of the regarding appropriate alphabetic knowledge prekindergarten year is important to ensure that all letters are introduced to expectations for their children. children. Alphabetic knowledge is enhanced with consistent and intentional instruction. With multiple experiences over time, children will begin to identify Environmental some letter sounds as well, especially letter sounds that are similar to the Considerations letter’s name (e.g., the letter “M” says “mmmm”). Include print with uppercase (capital) and lowercase letters throughout the classroom. Benchmark b: Child names most letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name).
Examples illustrating this benchmark include: identifying several of the letters in a foam board alphabet puzzle naming letters on a sign in the classroom participating in large group time alphabet identification games.
EMERGENT LITERACY Supportive Instructional Strategies: Give children frequent opportunities to say aloud the name of letters when shown on cards, posters, or alphabet manipulatives. Ask children to name the first letter in a word or to find a target letter when reading books. IV. LANGUAGE, COMMUNICATION, AND Have children match magnetic letters on a magnetic board and have them say each letter name aloud as it is matched. Model appropriate use of uppercase and lowercase letters in classroom written materials. Provide children with exposure and activities using both uppercase and lowercase letters.
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F. Emergent Reading Related Skills Within The Standards 3. Shows alphabetic knowledge IV. Language, Communication, and Emergent Literacy Letters are the written “code” of spoken language and are critical for the development of reading skills. Four-year-old children encounter letters and C.1.a., C.1.b. words in their everyday environment. Children encounter letters in a variety of contexts (e.g., book center, block center, dramatic play center, and art Teacher Tips center). They begin to identify letters by name, especially when a letter is Provide families with suggestions meaningful to them. Teacher scaffolding and support over the course of the for appropriate emergent literacy activities to do at home. prekindergarten year is important to ensure that all letters are introduced to children. Alphabetic knowledge is enhanced with consistent and intentional Environmental instruction. With multiple experiences over time, children will begin to identify IV. LANGUAGE, COMMUNICATION, AND Considerations some letter sounds as well, especially letter sounds that are similar to the Make and/or collect a variety of letter’s name (e.g., the letter “M” says “mmmm”). letters to use for instructional opportunities. Benchmark c: Child recognizes some letter sounds (e.g., when shown a EMERGENT LITERACY group of letters, can accurately identify the letter of the sound given).
Examples illustrating this benchmark include: naming the correct letter when the teacher says the sound of a letter from a group of letters identifying the correct letter associated with the first sound in familiar words naming the correct letter when the teacher says the corresponding letter sound.
Supportive Instructional Strategies: Using manipulatives to instruct children in matching letter sounds to the letter name and the printed letter shape. Play a game matching children to the large printed letter representing the first sound in each of their names. Provide a variety of familiar objects for children to sort into first-sound piles. Introduce the most common letter sound first (e.g., the sound “g” makes in “goat” rather than “giants,” or the sound “c” makes in “cat” rather than “circle”).
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F. Emergent Reading Related Skills Within The Standards 3. Shows alphabetic knowledge IV. Language, Communication, and Emergent Literacy Letters are the written “code” of spoken language that are critical for the development of reading skills. Four-year-old children encounter letters and C.1.a., C.1.b. words in their everyday environment. Children encounter letters in a variety of contexts (e.g., book center, block center, dramatic play center, and art Teacher Tips center). They begin to identify letters by name, especially when a letter is The letter sounds in their own meaningful to them. Teacher scaffolding and support over the course of the names are the first letter sounds that children will be most likely to prekindergarten year is important to ensure that all letters are introduced to name. children. Alphabetic knowledge is enhanced with consistent and intentional instruction. With multiple experiences over time, children will begin to identify Environmental some letter sounds as well, especially letter sounds that are similar to the Considerations letter’s name (e.g., the letter “M” says “mmmm”). Provide a variety of alphabet materials and manipulatives (e.g., magnets, building blocks, Benchmark d: Child names some letter sounds (e.g., when shown a letter, posters, cards, puzzles, alphabet can accurately say the sound the letter makes). books, lacing beads). Examples illustrating this benchmark include: naming the letter sounds in their first name as they attempt to write them saying the correct letter sound while pointing to a letter in a book saying the correct sound for the first letter(s) of familiar words.
EMERGENT LITERACY Supportive Instructional Strategies: Ask children to say the sound of a letter within a word written in a poem, song, sign, book, or other printed text. Give children a set of three to five letters and ask them to say the sound each letter makes. IV. LANGUAGE, COMMUNICATION, AND Pronounce isolated sounds without an /uh/, when articulating individual sounds (e.g., /b/ instead of /buh/). Model spelling children’s names aloud using letter sounds instead of letter names, and provide children with opportunities to practice this with their own and each other’s names. Highlight for children instances when certain letters may represent less common sounds in words (e.g., Juan, Phillip, xylophone, giraffe).
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F. Emergent Reading Related Skills Within The Standards 4. Demonstrates comprehension of text read aloud I. Physical Health Four-year-olds build understanding (comprehension) by linking new A.3. information to things they already know. Experiences help them understand II. Approaches to Learning more ideas and connect new words, phrases, and concepts to their own life. A.1., C.1., D.1. Children’s attention grows through daily story time and meaningful experiences with books and other forms of literature. They ask and respond appropriately to III. Social and Emotional questions about the story. Children begin requesting favorite books and can Development retell stories by placing events in the correct order. They may also begin to B.b.2. relate their own personal experiences or fantasies to those heard in stories and IV. Language, Communication, predict the next event. IV. LANGUAGE, COMMUNICATION, AND and Emergent Literacy A.1.a., B.1.a., C.a.1., C.1.b., Benchmark a: Child retells or reenacts story after it is read aloud. C.1.c., C.2.a., C.2.b., D.2.a.,
D.2.b., D.2.c., E.1.a. Examples illustrating this benchmark include: EMERGENT LITERACY V. Cognitive Development and guessing correctly what food The Very Hungry Caterpillar will eat next General Knowledge using puppets or flannel board pieces to retell a familiar story D.c.1. relating what happened to a character in a book to something similar that happened to them (e.g., saying “One time, I got scared about going to Teacher Tips school.” after reading Froggy Goes to School) Children normally act out what recalling information from a story and using the information in retellings they understand. Observe and dramatic play. children as they play to see what they have retained from lessons, Supportive Instructional Strategies: stories, and conversations. Provide dramatic play props for children to use when reenacting a fairy Environmental tale or familiar short story read alouds. Considerations Help children retell a story with a clear beginning, middle, and end, Make and/or collect a variety of sometimes using picture sequence cards of stories. props to be used to retell favorite Provide flannel board materials and/or hand puppets for children to use stories. when retelling a familiar story aloud with peers. Provide an environment where children’s initiative to modify the environment to extend the learning is encouraged (e.g., child independently takes or creates props from the classroom to the outside in order to turn the sandbox into a pirate ship).
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F. Emergent Reading Related Skills Within The Standards 4. Demonstrates comprehension of text read aloud I. Physical Health Four-year-olds build understanding (comprehension) by linking new A.3. information to things they already know. Experiences help them understand II. Approaches to Learning more ideas and connect new words, phrases, and concepts to their own life. A.1., C.1., D.1. Children’s attention grows through daily story time and meaningful experiences with books and other forms of literature. They ask and respond appropriately to III. Social and Emotional questions about the story. Children begin requesting favorite books and can Development retell stories by placing events in the correct order. They may also begin to B.b.2. relate their own personal experiences or fantasies to those heard in stories and IV. LANGUAGE, COMMUNICATION, AND IV. Language, Communication, predict the next event. and Emergent Literacy A.1.a., B.1.a., C.a.1., C.1.b., Benchmark b: Child asks and answers appropriate questions about the C.1.c., C.2.a., C.2.b., D.2.a., story (e.g., “What just happened?” “What might happen next?” “What
EMERGENT LITERACY D.2.b., D.2.c., E.1.a. would happen if…?” “What was so silly about…?” “How would you feel if V. Cognitive Development and you…?). General Knowledge D.c.1. Examples illustrating this benchmark include: responding to open-ended questions about a story, (e.g., “What do you Teacher Tips think will happen next?” or “Why do you think he did that?”) Include books and stories in the proposing a new title or a new event to include in the story classroom that are reflective of responding appropriately to a teacher’s question while reading a book diverse languages and cultures. relating an event in their own life to what happened in the story
Describing how they might respond to story events (e.g., “what would you Environmental say to the big bad wolf?”). Considerations Include sufficient time in the schedule for reflection, and Supportive Instructional Strategies: place writing and documentation Model asking questions or making predictions related to story events (e.g., materials in easy-to-access “I wonder what Goldilocks was thinking when she ran away from the bear’s spaces throughout the room. house?”). Activate and connect children’s background knowledge to stories. Provide experiences that relate to specific aspects of a story plot. Encourage children to make predictions by stopping at strategic points in a story and having children discuss or draw pictures. Help children create new endings to familiar stories using props, puppets, and dictation.
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G. Emergent Writing Related Skills Within The Standards 1. Shows motivation to engage in written expression I. Physical Health Through writing experiences children realize that writing is a way to express A.1., A.2., D.1., D.2., D.3. their thoughts and ideas to others. Children are often eager to share their II. Approaches to Learning experiences through writing. They attempt to write by scribbling, drawing, and A.1., C.1., D.1. creating pictographs and enjoy sharing these expressions with adults and peers. When asked about a drawing, prekindergarten children often tell a story and III. Social and Emotional take pride in the words written down by the teacher. As children continue to Development experiment with writing, they make important letter-sound connections that build A.b.2. reading skills while they are refining their fine motor control. V. Cognitive Development and IV. LANGUAGE, COMMUNICATION, AND General Knowledge Benchmark a: Child demonstrates understanding of the connections D.a.1. among their own ideas, experiences, and written expression.
Teacher Tips Examples illustrating this benchmark include: EMERGENT LITERACY Materials that can easily be solving problems using written expression (e.g., helping the teacher to write corrected by children (e.g., white classroom rules) boards, chalk boards) are called creating an alternate ending to a story “forgiving materials.” describing feelings about an experience through written expression (e.g.,
Environmental drawing pictures or writing) Considerations asking for assistance in documenting a recent experience. Provide writing materials (e.g., paper, pencils, crayons, white Supportive Instructional Strategies: boards, sidewalk chalk, Create charts and graphs to capture children’s ideas. keyboards) for children to use Provide time and materials for children to create and dictate a story or play. regularly. Encourage children to illustrate and dictate their thoughts and ideas (e.g., teacher writes child’s description of their own drawing). Work as a group to compose a song or poem about a current event or classroom event.
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G. Emergent Writing Related Skills Within The Standards 1. Shows motivation to engage in written expression I. Physical Health Through writing experiences children realize that writing is a way to express D.1., D.2., D.3. their thoughts and ideas to others. Children are often eager to share their II. Approaches to Learning experiences through writing. They attempt to write by scribbling, drawing, and A.1., C.1. creating pictographs and enjoy sharing these expressions with adults and peers. When asked about a drawing, prekindergarten children often tell a story and III. Social and Emotional take pride in the words written down by the teacher. As children continue to Development experiment with writing, they make important letter-sound connections that build B.a.1. reading skills while they are refining their fine motor control. IV. Language, Communication, and Emergent Literacy Benchmark b: Child intentionally uses scribbles/writing to convey F.3.a., G.1.a., G.3.a. meaning (e.g., signing artwork, captioning, labeling, creating lists, making V. Cognitive Development and notes). General Knowledge Examples illustrating this benchmark include: D.a.1. signing their name to a drawing writing a few letters or mock letters as a caption under a drawing Teacher Tips writing a “recipe” on a pad of paper when playing in the dramatic play Providing children with opportunities to scribble allows center set up like a kitchen them to develop fine motor using the writing desk in the dramatic play center to write notes, control and promotes future prescriptions, letters, and drawings. writing skills.
EMERGENT LITERACY tracing letters in the sand at the sand table building a block structure to represent the fire station in a story and asking Environmental the teacher for help writing “fire station” Considerations responding “This is my house and my dog. My dog is yellow” when asked to Include a variety of writing describe their drawing. IV. LANGUAGE, COMMUNICATION, AND materials for children to access in all areas of the classroom. Supportive Instructional Strategies: Include writing materials in all areas of the classroom; model and encourage their use. Put a writing desk in the dramatic play area. Stock it with pencils, markers, crayons, paper, envelopes and stickers. Model writing a letter to a friend or family member or make a grocery list. Encourage children to create signs for dramatic play or block play. Model signing name to art work or writing a shopping list for the grocery store and encourage children to do the same. Allow children to “sign-in” each morning to record their attendance.
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G. Emergent Writing Related Skills Within The Standards 2. Uses scribbling, letter-like shapes, and letters that are clearly different I. Physical Health from drawing to represent thoughts and ideas A.2., D.1., D.2., D.3. Emergent literacy skills include the ability to write letters and letter-like shapes II. Approaches to Learning to convey meaning. As four-year-olds continue to refine their fine motor skills A.1. and learn to recognize letters and symbols, they begin to practice forming the letters. They are especially motivated to write their name and other meaningful V. Cognitive Development and words. Children who have had experiences with various writing tools (e.g., General Knowledge paintbrush, marker, pencil) are developing more control using these tools. They A.f.3.a., A.f.3.b., A.f.3.c. begin clearly identifying their “writing” from their drawings, even though their writing may not yet resemble standard letter forms. IV. LANGUAGE, COMMUNICATION, AND Teacher Tips Stages of writing include Benchmark a: Child independently uses letter-like shapes or letters to drawing write words or parts of words. scribbling EMERGENT LITERACY using letter-like forms using letter strings Examples illustrating this benchmark include: invented (phonetic) spelling filling a paper with random marks and then “reading” the marks to the conventional spelling. teacher or a peer making letter shapes using paint and brushes at the easel Environmental using a stick to make letters in wet sand on the playground Considerations writing a “story” that has distinctively different symbols for drawings Include supplies to support (illustrations) and scribbling or letter-like shapes (text) book- list and chart-making. using markers and pencils at the art table to label their drawing, writing an “r” next to a rainbow and their initial next to a figure.
Supportive Instructional Strategies: Provide opportunities for children to use rubber alphabet stamps to print their own names. Create journals and regular opportunities for children to write in and “read” from their journals. Provide children opportunities to match magnetic letters to printed words on picture cards. Provide children various opportunities to write letters in different media (e.g., sand, paint, buttons, shaving cream, chalk, and clay).
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G. Emergent Writing Related Skills Within The Standards 2. Uses scribbling, letter-like shapes, and letters that are clearly different I. Physical Health from drawing to represent thoughts and ideas A.2., D.1., D.2., D.3. Emergent literacy skills include the ability to write letters and letter-like shapes II. Approaches to Learning to convey meaning. As four-year-olds continue to refine their fine motor skills A.1. and learn to recognize letters and symbols, they begin to practice forming the letters. They are especially motivated to write their name and other meaningful V. Cognitive Development and words. Children who have had experiences with various writing tools (e.g., General Knowledge paintbrush, marker, pencil) are developing more control using these tools. They A.f.3.a., A.f.3.b., A.f.3.c. begin clearly identifying their “writing” from their drawings, even though their IV. LANGUAGE, COMMUNICATION, AND writing may not yet resemble standard letter forms. Teacher Tips Talk with parents about their Benchmark b: Child writes own name (e.g., first name, last name, or preferences regarding children’s frequent nickname), not necessarily with full correct spelling or names and nicknames. EMERGENT LITERACY well-formed letters.
Environmental Examples illustrating this benchmark include: Considerations signing in using their first name on classroom attendance sheet Use a camera to photograph and labeling belongings with their initials display children’s writing practicing writing their first and last names. samples.
Supportive Instructional Strategies: Provide children with a model of their name in writing to encourage independent identification and production. Provide sign-in sheets on which children can print their names. Post a two-part chart daily with a question and picture symbols on which children must sign their name under their choice (e.g., “Do you want white or chocolate milk at lunch?” “Which do you like better–chocolate chip cookies or oatmeal cookies?”). Have children sign their name to artwork and other creations, including dictations, photographs, and charts.
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G. Emergent Writing Related Skills Within The Standards 3. Demonstrates age-appropriate ability to write letters I. Physical Health Most four-year-olds begin writing letters upon request, with teacher support and A.1., A.2. multiple experiences over time. Beginning with the letters of their names, IV. Language, Communication, familiar environmental signs, and other meaningful words, children quickly add and Emergent Literacy other letters that have meaning to them. C.1.a. Benchmark a: Child independently writes some letters on request. V. Cognitive Development and General Knowledge Examples illustrating this benchmark include:
D.1., D.2., D.3. IV. LANGUAGE, COMMUNICATION, AND writing their names on request writing recognizable letters (e.g., “m” and “p” ) in the sand or on the Teacher Tips sidewalk with chalk Celebrate all attempts at writing! using magnetic letters to write a friend’s name.
Environmental EMERGENT LITERACY Considerations Supportive Instructional Strategies: Provide many materials for letter Model formation of letters and provide opportunities for children to practice writing and tracing (e.g., sand writing letters. trays, gel bags, and letters cut Provide a variety of materials to practice writing letters (e.g., sand, shaving out of sandpaper, bubble wrap, cream, and finger paint). corrugated cardboard, felt, or leather). Create a class newsletter, having children dictate stories.
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G. Emergent Writing Related Skills Within The Standards 4. Demonstrates knowledge of purposes, functions, and structure of I. Physical Health written composition A.1., A.2., D.1., D.2., D.3. Four-year-olds are beginning to understand the ways and reasons for writing. II. Approaches to Learning They become familiar with writing to tell stories, as well as writing to give A.1. information. Through multiple experiences and support from the teacher, children learn conventions used by writers. They begin to understand that IV. Language, Communication, writing has different purposes and that the form may vary with the purpose (e.g., and Emergent Literacy signs, notes, lists, stories, invitations). They also begin to understand that C.1.a., C.1.b., C.1.c., C.2.a., writing has conventions (e.g., proceeds from left to right and top to bottom, and C.2.b., D.2.a., D.2.b. uses punctuation.)
Teacher Tips Benchmark a: When writing or dictating, child uses appropriate writing Make sure to read and reread conventions (e.g., a letter starts with “Dear”; a story has a beginning, group compositions. Hang up class writings at children’s eye middle, and end). level and ask children to “read” the familiar print. Examples illustrating this benchmark include: scribbling a list starting at the top of the page Environmental dictating a story and, when finished, saying, “the end” Considerations writing their first and last names and leaving a space between the two Provide many writing implements (e.g., crayons, markers, paints, names pencils, and chalk) and types of composing an email to a friend on a computer paper to record and post written
EMERGENT LITERACY using a sticky pad in the art area to make an invitation for a friend to eat compositions. When writing with beside them at lunch a small or large group, use chart writing letters on an envelope, putting a sticker on it, and “mailing” it to paper or large sheets of bulletin board paper to allow children to the teacher when playing at the writing table. see the teacher model the writing IV. LANGUAGE, COMMUNICATION, AND process and to interact with print. Supportive Instructional Strategies: Write thank you letters along with the children after field trips to the fire station, zoo, or bakery. Write a to-do list and encourage children to write their own. Prompt children to provide a clear beginning, middle, and end to their stories when taking dictation.
118 Florida Early Learning and Developmental Standards for Four-Year-Olds LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY GLOSSARY
academic language - language used in the classroom setting (e.g., “line leader”, “center time”, “circle time”). age-appropriate grammar - oral formation of sentences with some errors, but an understanding of some grammatical rules (e.g., “She runned across the playground.”). alphabetic knowledge - the understanding that words are composed of letters; the understanding that letters and letter combinations represent individual phonemes in words and written language (e.g., a child says the letters in some words, a child tells a teacher or a friend the letters in his/her name). articulation - the correct pronunciation of one or more sounds within a word.
autonomy - independence. IV. LANGUAGE, COMMUNICATION, AND blend - to combine sounds rapidly in order to accurately represent a word. blends - combinations of two letter sounds to make one sound (e.g., /bl/ as in “blocks”; /st/ as in “street”). EMERGENT LITERACY center - area within the classroom arranged so that children are able to participate in a variety of related learning experiences (e.g., art center, reading center, science center, block center, dramatic play center, writing center). circle - a round two-dimensional figure that resembles a ring. complex sentence - a sentence that includes at least one independent clause and at least one dependent clause (a part of a sentence that has a subject and predicate but cannot stand on its own as a separate sentence). In the sentence, “After the children went out to the playground, the teacher put the snacks on the tables, “the first phrase is a dependent clause. comprehension - understanding what one has heard or what one has read (e.g., a child is able to answer questions or make comments about a story that someone has read aloud to them). content - information contained in a story or lesson. creativity - individuality expressed by creating something new or original (e.g., new way to paint a flower). culture - the customary beliefs, social forms, and material traits of a racial, religious, or social group. curiosity - a strong interest in learning about something; children demonstrate curiosity when they ask questions about or show interest in activities within the classroom and the world around them (e.g., a child asks questions about new materials in the art center or a bug discovered on the playground). digraph - two separate sounds joined together to create a new sound (e.g., /sh/ shoes; /ch/ chair). disciplinary words - words used to describe content areas (e.g., science, social studies, math, and literacy).
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IV. LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY GLOSSARY (continued)
discovery - engaging students in deep learning that promotes exploration, problem solving, creativity, and student engagement. diversity - the inclusion of different people (as people of different races or cultures) in a group or organization. dramatic play - expressive and spontaneous play. emergent literacy - the range of a child’s developmental skills, knowledge, and attitudes (beginning at birth), that combine with a variety of experiences related to written language; these experiences produce behaviors that change over time and result in conventional literacy during middle childhood. emergent reading - reading-related experiences and actions that occur before a child reaches the conventional literacy stage in middle childhood (e.g., a child shows interest in being read to and told what written words mean and develops an understanding of how to use books and other printed materials appropriately). emergent writing - writing-related experiences and actions that occur before a child reaches the conventional literacy stage in middle childhood (e.g., a child draws pictures or symbols to represent words). environment – the circumstances, objects, or conditions by which one interacts with and is surrounded. expansion question - question asked in order to extend the thought process of the student (e.g., “what do you think will happen next?”).
EMERGENT LITERACY expressive language - the ability to communicate with words; refers to what a child says, not how it is said. fine motor - abilities using the small muscles of the hands (e.g., grasping toys, picking up or holding food, connecting links, lacing, drawing, crushing paper, cutting with scissors, IV. LANGUAGE, COMMUNICATION, AND holding a writing utensil). functional language - vocabulary used to communicate the description of, use of, and/or directions pertaining to an item or task (e.g., same/different). initiate - to begin something, taking the first step. intonation - the normal rise and fall in pitch that occurs as people speak. Changes in intonation typically occur when certain words are stressed or at the end of sentences (e.g., the upswing when a question is being asked, or the drop that marks the end of a complete sentence or thought). language of school - the vocabulary, sentence structure, and content of language that is a key part of the educational experience. literacy - the ability to read and write. manner words - words used to express appreciation, gratitude, or notice of an error (e.g., please, thank you, excuse me).
120 Florida Early Learning and Developmental Standards for Four-Year-Olds IV. LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY GLOSSARY (continued) music - sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony. onset - first sound(s) before the rime (vowel sound to the end of the word) (e.g., In the word dog, the onset is /d/ and the rime is “og”.). oral language - spoken language. organizational language - vocabulary used to communicate placement of an item and or provides direction towards an item (e.g., in front of, behind, next to, opposite, below). phoneme - the smallest unit of speech distinguished by the speakers of a particular
language. IV. LANGUAGE, COMMUNICATION, AND phonological awareness - the awareness that language is composed of sounds and the understanding of the relationships among these sounds. prediction - an idea (opinion) stated about what may happen in the future (e.g., a child may predict that the caterpillar will turn into a butterfly). EMERGENT LITERACY read alouds - the teacher reading to the whole class, building on students' existing skills while introducing different types of literature and new concepts. recall question - question asked of students to prompt them to recount the events of a story or occurrence. receptive language - the understanding of language that is heard (e.g., a child under- stands when the teacher says, “It’s time to line up.”). reflection - the process of reviewing and critiquing one’s own actions or one’s own work (e.g., the child shares with the teacher what he/she did during center time. rhyme - a match between the sounds of two or more words or word endings (e.g., spoon, moon). rime - the vowel and any sounds that come after the vowel in a one-syllable word (e.g., the rime of cat is /at/; the rime of cheese is /ez/). scaffolding - the provision of sufficient support to promote learning when concepts and skills are being first introduced to students (e.g., modeling, giving clues, asking questions, and providing verbal prompts). skills - the ability to use knowledge effectively and readily in performance, the ability to transform knowledge into action. syllable - a unit of spoken language consisting of a single uninterrupted sound formed by a vowel, diphthong, or syllabic consonant alone, or by any of these sounds preceded, followed, or surrounded by one or more consonants. vocabulary - all of the words of a language. There are two types of vocabulary: receptive and expressive. writing conventions - practices that include beginning a letter with a greeting (e.g., “Dear” or “To Whom it May Concern”), ending a story with “the end,” and similar regularly used practices. Florida Early Learning and Developmental Standards for Four-Year-Olds 121
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122 Florida Early Learning and Developmental Standards for Four-Year-Olds
V. COGNITIVE DEVELOPMENT
& GENERAL KNOWLEDGE V. COGNITIVE DEVELOPMENT AND
GENERAL KNOWLEDGE
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124 Florida Early Learning and Developmental Standards for Four-Year-Olds COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE INTRODUCTION
The cognitive development of four-year-olds is not limited to specified “learning times.” It happens through daily activities, routines, play, and interactions with adults and other children. Four-year-olds are assured of many opportunities throughout the day and year to grow and develop new cognitive skills when family members and teachers provide stimulating environments and new experiences and encourage them to make connections and exploring multiple solutions. There is no right or wrong in the process of discovery. There are opportunities for children to take risks and make mistakes in the exploration of new discoveries. Learning is built on the child’s interests and potential interests and is facilitated by the teacher, who introduces concepts integrating all content areas so as not to teach concepts in isolation but use one concept as a bridge to another.
The cognitive development and general knowledge domain consists of process and life skills that support learning across four components: Mathematical Thinking, Scientific Inquiry, Social Studies, and Creative Expression Through the Arts. Throughout this domain, there are examples that show the interrelatedness among the four components. Additionally, there are several interrelated process and life skills that support all four of these components, including
making connections through classification, patterning, comparing, and contrasting inquiry, questioning, and reasoning observing and collecting data solving problems and predicting outcomes communicating, reflecting, representing thoughts, and applying this to daily life using technology as a tool for learning and representing understanding using play and dramatic play as an avenue for cognitive development.
V. COGNITIVE DEVEVELOPMENT AND GENERAL KNOWLEDGE
Florida Early Learning and Developmental Standards for Four-Year-Olds 125
Strategies to Support Inclusive Learning Environments
Simplify a complicated task by breaking it into smaller parts or reducing the number of steps. Use shorter but more frequent activities and routines. Use special or adaptive devices to increase a child’s level of participation. Encourage hands-on and sensory experiences (e.g., touching, holding, exploring, tasting, smelling, and manipulating). Provide physical guidance/support in using materials when needed. Structure the environment so that materials are easily accessible to encourage participation. Adapt the environment to promote participation, engagement, and learning using a variety of textures. Use specialized equipment to increase access to activities and play areas. Provide opportunities to experiment with new tasks, materials, and activities. Provide activities and materials that appeal to the interests and abilities of the entire range of children in a class. GENERAL KNOWLEDGE V. COGNITIVE DEVEVELOPMENT AND 126 Florida Early Learning and Developmental Standards for Four-Year-Olds
V. COGNITIVE DEVEVOPMENT &
A. Mathematical Thinking GENERAL KNOWLEDGE V. COGNITIVE DEVELOPMENT &
GENERAL KNOWLEDGE A. Mathematical Thinking
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128 Florida Early Learning and Developmental Standards for Four-Year-Olds OVERVIEW OF MATHEMATICAL THINKING STANDARDS
A. Mathematical Thinking a. Number Sense 1. Demonstrates understanding of one-to-one correspondence Benchmark a: Child demonstrates one-to-one correspondence when counting. Benchmark b: Child demonstrates one-to-one correspondence to determine if two sets are equal.
2. Shows understanding of how to count and construct sets Benchmark a: Child counts sets in the range of 10 to 15 objects. Benchmark b: Child constructs sets in the range of 10 to 15 objects.
3. Shows understanding by participating in the comparison of quantities Benchmark a: Child compares two sets to determine if they are equal. Benchmark b: Child compares two sets to determine if one set has more. Benchmark c: Child compares two sets to determine if one set has fewer. Benchmark d: Child determines one set of objects is a lot more than another set of objects.
4. Assigns and relates numerical representations among numerals (written), sets of objects, and number names (spoken) from zero to 10
5. Counts and knows the sequence of number names (spoken) Benchmark a: Child counts and recognizes number names (spoken) in the range of 10 to 15. Benchmark b: Child counts up through 31 by understanding the pattern of adding by one, with teacher support and multiple experiences over time.
6. Shows understanding of and uses appropriate terms to describe ordinal positions Benchmark a: Child demonstrates the concept of ordinal position with concrete objects (e.g., children or objects). Benchmark b: Child names ordinal positions (e.g., first, second, third, fourth, fifth). b. Number and Operations V. COGNITIVE DEV. AND GEN. KNOWLEDGE 1. Shows understanding of how to combine sets and remove from a concrete set of objects (receptive knowledge)
Benchmark a: Child indicates there are more when combining (adding) sets of objects. A. Mathematical Thinking Benchmark b: Child indicates there are less (fewer) when removing (subtracting) objects from a set.
2. Shows understanding of addition and subtraction using a concrete set of objects (expressive knowledge) or story problems found in everyday classroom activities Benchmark a: Child combines sets of objects to equal a set no larger than 10. Benchmark b: Child removes objects from a set no larger than 10. Benchmark c: Child uses concrete objects (e.g., fingers, blocks) to solve complex problems.
Florida Early Learning and Developmental Standards for Four-Year-Olds 129
OVERVIEW OF MATHEMATICAL THINKING STANDARDS (continued)
A. Mathematical Thinking (continued) b. Number and Operations (continued) 3. Begins to develop an understanding of separating a set into a maximum of four parts, with teacher support and multiple experiences over time
c. Patterns and Seriation 1. Understands characteristics of patterns and non-patterns and begins to reproduce them with at least two elements (e.g., red/blue, red/blue versus a non-pattern like a rainbow) Benchmark a: Child recognizes patterns and non-patterns. Benchmark b: Child duplicates identical patterns with at least two elements. Benchmark c: Child recognizes pattern units (e.g., red/blue is the pattern unit of a red/ blue/red/blue/red/blue pattern; dog/cat/cow is the pattern unit of a dog/cat/cow/dog/cat/ cow pattern) Benchmark d: Child begins to independently produce patterns with at least two elements (e.g., red/blue, red/blue), with teacher support and multiple experiences over time.
2. Sorts, orders, compares, and describes objects according characteristics or attribute(s) (seriation) Benchmark a: Child places objects in increasing order of size where the increasing unit is constant (e.g., unit blocks). Benchmark b: Child verbalizes why objects were placed in order (e.g., describes process of how and why), with teacher support and multiple experiences over time.
d. Geometry 1. Understands various two-dimensional shapes, including circle, triangle, square, rectangle, oval, and other less common shapes (e.g., trapezoid, rhombus) Benchmark a: Child categorizes (sorts) examples of two-dimensional shapes. Benchmark b: Child names two-dimensional shapes. Benchmark c: Child constructs examples of two-dimensional shapes. Benchmark d: Child identifies the number of sides of two-dimensional shapes.
2. Shows understanding that two-dimensional shapes are equivalent (remain the same) in different orientations Benchmark a: Child slides shapes, with teacher support and multiple experiences over time. Benchmark b: Child flips shapes, with teacher support and multiple experiences over time. Benchmark c: Child rotates shapes, with teacher support and multiple experiences over time.
3. Understands various three-dimensional shapes, including sphere, cube, cone, and other less common shapes (e.g., cylinder, pyramid) Benchmark a: Child categorizes (sorts) examples of three-dimensional shapes. Benchmark b: Child names three-dimensional shapes. A. Mathematical Thinking
130 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE OVERVIEW OF MATHEMATICAL THINKING STANDARDS (continued)
A. Mathematical Thinking (continued) d. Geometry (continued) 4. Analyzes and constructs examples of simple symmetry and non-symmetry in two dimensions, using concrete objects. e. Spatial Relations 1. Shows understanding of spatial relationships and uses position words (e.g., above, below, next to, beside, on top of, inside, outside) Benchmark a: Child shows understanding of positional words (receptive knowledge). Benchmark b: Child uses the positional terms verbally (expressive knowledge ) (e.g., in front of, behind, between, over, through, under), with teacher support and multiple experiences over time.
2. Describes relative position from different perspectives (e.g., “I am on top of the climber and you are below me.”)
3. Understands and can tell the difference between orientation terms (e.g., horizontal, diagonal, vertical)
4. Uses directions to move through space and find spaces in place (e.g., obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions) f. Measurement 1. Engages in activities that explore measurement
2. Compares continuous quantities using length, weight, and height Benchmark a: Child measures or compares the length of one or more objects using a non-standard reference (e.g., paper clips), with teacher support and multiple experiences over time. Benchmark b: Child measures or compares the weight of one or more objects using non-standard reference (e.g., beans), with teacher support and multiple experiences over time. Benchmark c: Child measures or compares the height of one or more objects using V. COGNITIVE DEV. AND GEN. KNOWLEDGE non-standard reference (e.g., pencils), with teacher support and multiple experiences over time. Benchmark d: Child uses measurement vocabulary (e.g., length, weight, height) and A. Mathematical Thinking comparative terminology (e.g., more, less, shorter, longer, heaviest, lightest), with teacher support and multiple experiences over time.
3. Represents and analyzes data Benchmark a: Child assists with collecting and sorting materials to be graphed. Benchmark b: Child works with teacher and small groups to represent mathematical relations in charts and graphs. Benchmark c: Child analyzes, with teacher and small groups, the relationship between items/objects represented by charts and graphs.
4. Child predicts the results of a data collection, with teacher support and multiple experiences over time
Florida Early Learning and Developmental Standards for Four-Year-Olds 131
MATHEMATICAL THINKING INTRODUCTION
Mathematical Thinking is the first component of Cognitive Development and General Knowledge; it refers to the study of quantities and their relationships. There are six areas in which four-year-olds demonstrate mathematical skills: number sense, number and operations, patterns and seriation, geometry, spatial relations, and measurement. Children are naturally curious about number and mathematic concepts and, through rich experiences, their foundational knowledge can grow quickly in the year before kindergarten. Through meaningful experiences and discussion, children can share their understanding of mathematical concepts (e.g., making patterns with colored blocks, commenting about the height of plants growing in the vegetable garden, counting the number of pegs needed to fill a pegboard, matching the number of napkins needed to the number of children seated for snack).
The first area, number sense, involves the four-year-old child’s ability to count and construct sets of objects, use one-to-one correspondence, and understand whether two sets are equal or one set has more or less. Number and operations, the second area, focuses on developing children’s skills in manipulating sets of numbers (e.g., combining sets of concrete objects and taking objects away from a set). The third area, patterns and seriation, outlines the four-year-olds’ skills in recognizing and creating patterns, as well as ordering objects in a series (seriation). Geometry, the fourth area, identifies children’s growing abilities to recognize, manipulate, and compare two- dimensional shapes that are common in their world, using a variety of concrete objects. Children also begin to identify and compare three-dimensional shapes and to explore symmetry as they build with blocks and other concrete objects. The fifth area, spatial relations, focuses on language, such as positional words, that helps children to understand and describe their world as they become more proficient in relating to others. Measurement, the sixth area, helps children to understand and make sense of their world as they compare quantities using length, weight, and height and represent and analyze data.
Note: Benchmarks for development are included in the mathematical thinking component. Benchmarks are more precise than the standards and are set to reflect the level of skill and knowledge that should be demonstrated by a child at the end of their prekindergarten experience (when most, if not all, of the children would be five years of age). A. Mathematical Thinking
132 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 1. Demonstrates understanding of one-to-one correspondence IV. Language, Communication, Four-year-olds are able to demonstrate their knowledge of one-to-one and Emergent Literacy correspondence while counting and comparing objects. Children this age enjoy C.1.a., C.1.b., C.1.c. helping out in the classroom (e.g., handing out a napkin to each child at snack time or passing a rest mat out to each child), and these types of activities help
Teacher Tips them gain further understanding of one-to-one correspondence. They are Mathematics is the study of learning that numerals represent a number of objects, for instance that the quantities and their relationships. numeral three represents three cookies, and need practice with concrete materials to reinforce this skill. At the same time, they are able to count many Environmental objects using one-to-one correspondence, though they may still count an Considerations object more than once. Add ice cube trays or the bottom section of an egg carton to the math area so that children can Benchmark a: Child demonstrates one-to-one correspondence when place an object in each section counting. as they count. Examples illustrating this benchmark include: passing out one napkin, one cup, one snack, or one utensil to each child at snack time counting toys in a pile while keeping track of which toys have already been counted pointing to each object as they count and assigning the appropriate number to each object drawing four figures to represent their family of four people.
Supportive Instructional Strategies:
When preparing for rest time, choose a different child each day to pass out V. COGNITIVE DEV. AND GEN. KNOWLEDGE one blanket for each rest mat. Create opportunities for children to count objects while placing them in individual containers (e.g., counting eggs while putting them back into the carton). A. Mathematical Thinking Choose a different snack helper each day to count out one napkin and/or one snack for each child. When setting up the easel, ask a child to make sure that each paint cup has one brush.
Florida Early Learning and Developmental Standards for Four-Year-Olds 133
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 1. Demonstrates understanding of one-to-one correspondence IV. Language, Communication, Four-year-olds are able to demonstrate their knowledge of one-to-one and Emergent Literacy correspondence while counting and comparing objects. Children this age enjoy C.1.a., C.1.b., C.1.c. helping out in the classroom (e.g., handing out a napkin to each child at snack time or passing a rest mat out to each child), and these types of activities help
Teacher Tips them gain further understanding of one-to-one correspondence. They are Opportunities for children to learning that numerals represent a number of objects, for instance that the count should be included in daily numeral three represents three cookies, and need practice with concrete activities and routines. materials to reinforce this skill. At the same time, they are able to count many objects using one-to-one correspondence, though they may still count an Environmental object more than once. Considerations Include many types of manipulatives that children can Benchmark b: Child demonstrates one-to-one correspondence to use for counting and set-making determine if two sets are equal. throughout the classroom (e.g., small toy animals in the block Examples illustrating this benchmark include: area, collage materials in the art area). saying that they will need more hangers, while hanging a pile of shirts on hangers, given the number of shirts remaining in the pile counting two groups of (e.g., children, coins, crayons) to determine if they are equal.
Supportive Instructional Strategies: Provide materials that may be used for one-to-one matching activities (e.g., pegs and peg boards, nuts and bolts). At snack time, assist the children in counting the napkins and snacks to see if the two sets are equal. In the dramatic play area, provide the children with an equal number of doll dresses and dolls. Ask the children if there are enough dresses to clothe the dolls. Count the number of boys and then girls in the group and compare the sets to determine if they are equal. Pictures can be drawn to notate each child on paper or a dry erase board, or the sets can stand side-by-side to compare. A. Mathematical Thinking
134 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 2. Shows understanding of how to count and construct sets IV. Language, Communication, Four-year-olds have the ability to count objects. Most children this age and Emergent Literacy understand that the last number named when counting a set represents the last C.1.a., C.1.b., C.1.c. object as well as the total number of objects (cardinal number). Constructing sets engages children in a meaningful counting experience using concrete V. Cognitive Development and General Knowledge objects found in the classroom or outdoors.
A.b.2..b., A.b.2.c. Benchmark a: Child counts sets in the range of 10 to 15 objects.
Teacher Tips Examples illustrating this benchmark include: For children to develop good counting 13 boats and placing them in a group in the water table mathematical knowledge, it is very important that teachers counting the correct number of items for a serving during snack time (e.g., frequently use math-related The teacher says, “Everyone may have 12 oyster crackers for snack language in conversation. today.”) counting and creating a pile of 14 sand toys in the sand box Environmental counting the 15 blocks used to build a tower. Considerations Provide opportunities for children to compare, describe, and Supportive Instructional Strategies: display quantities in the early Plan activities every day that incorporate counting sets (e.g., counting the learning environment. number of markers in a box, the number of pictures in a book, or the number of children in a line). Model counting sets of concrete objects (e.g., blocks in a tower or bears in a row). During large group time, model counting sets of objects (e.g., the total number of shoes with laces).
Incorporate the counting of objects and sets of objects into projects, V. COGNITIVE DEV. AND GEN. KNOWLEDGE displaying evidence of counting activities in multiple ways (e.g., documentation panels, charts, photos, drawings). A. Mathematical Thinking
Florida Early Learning and Developmental Standards for Four-Year-Olds 135
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 2. Shows understanding of how to count and construct sets Four-year-olds have the ability to count objects. Most children this age Teacher Tips understand that the last number named when counting a set represents the last For children who consistently object as well as the total number of objects (cardinal number). Constructing create sets in the range of 10 to sets engages children in a meaningful counting experience using concrete 15 objects, more objects can be objects found in the classroom or outdoors. used to provide appropriate challenges. Benchmark b: Child constructs sets in the range of 10 to 15 objects. Environmental Considerations Examples illustrating this benchmark include: Include a variety of sorting markers and crayons into the appropriate baskets and telling how manipulatives for children to many markers and how many crayons there are in each basket count and compare. counting the miniature people and toy cars in the block area and saying how many are in each group counting a pile of rocks and a pile of leaves while on the playground and telling how many are in each pile.
Supportive Instructional Strategies: Display a variety of common objects throughout the classroom that can be used to construct sets (e.g., paper clips, crayons, hats, pencils, and markers). Model constructing sets of concrete objects (e.g., raisins in snack bags). Incorporate constructing sets into everyday activities (e.g., asking a child to count 12 cups and give one to each child at the lunch table). A. Mathematical Thinking
136 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 3. Shows understanding by participating in the comparison of quantities IV. Language, Communication, With the ability to count 10 to 15 objects, children can build on this concept by and Emergent Literacy counting two different sets of objects and determining which set has more, C.1.a., C.1.b., C.1.c. which has fewer or if the two sets are equal. Four-year-olds are just learning that the next number in the counting sequence is one more than the number just V. Cognitive Development and General Knowledge named and continue to explore the meaning of “more” and “fewer.”
B.a.2. Benchmark a: Child compares two sets to determine if they are equal.
Teacher Tips Examples illustrating this benchmark include: A classroom environment with recognizing that two different trains have an equal number of boxcars a variety of rich materials and objects can set the stage for saying that two children have the same number of crayons learning mathematics. noticing that each child received an equal number of crackers for snack.
Environmental Supportive Instructional Strategies: Considerations During small group, provide two sets of objects for children to compare. Teachers should include groups of objects in interesting After reading Goldilocks and the Three Bears and The Three Little Pigs, containers throughout the discuss if the set of bears is equal in number to the set of pigs (e.g., use classroom for children to small toy pigs and bears or chart paper and markers to visually compare the manipulate and count. bears and pigs). Go on a nature walk with the children and collect small objects that can be used to create and compare two sets and to determine if the sets are equal
(e.g., acorns, pinecones, small sticks, and rocks). At snack time, model counting out sets that are the same by counting out equal amounts of crackers with the children.
Create teams by counting equal numbers of children in each group. V. COGNITIVE DEV. AND GEN. KNOWLEDGE A. Mathematical Thinking
Florida Early Learning and Developmental Standards for Four-Year-Olds 137
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 3. Shows understanding by participating in the comparison of quantities IV. Language, Communication, With the ability to count 10 to 15 objects, children can build on this concept by and Emergent Literacy counting two different sets of objects and determining which set has more, C.1.a., C.1.b., C.1.c. which has fewer or if the two sets are equal. Four-year-olds are just learning that the next number in the counting sequence is one more than the number just V. Cognitive Development and General Knowledge named and continue to explore the meaning of “more” and “fewer.”
B.a.2. Benchmark b: Child compares two sets to determine if one set has more.
Teacher Tips Examples illustrating this benchmark include: Snack time offers opportunities recognizing that one child has more cotton balls than another child for children to practice one-to- one correspondence (e.g., a saying that there are more pretzels than crackers on the tray child places an apple on each observing that there are more boys than girls at school on a particular day. napkin). Supportive Instructional Strategies: Environmental During small group, provide two sets of objects for children to compare and Considerations determine which set has more. Create signs that display the number of children who may During large group time, allow children opportunities to compare two sets of play in each center. objects to determine if one set has more (e.g., comparing the number of boys and girls in the class). During center time, model comparing two sets of objects by counting to determine if one set has more.
A. Mathematical Thinking
138 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 3. Shows understanding by participating in the comparison of quantities IV. Language, Communication, With the ability to count 10 to 15 objects, children can build on this concept by and Emergent Literacy counting two different sets of objects and determining which set has more, C.1.a., C.1.b., C.1.c. which has fewer or if the two sets are equal. Four-year-olds are just learning that the next number in the counting sequence is one more than the number just V. Cognitive Development and General Knowledge named and continue to explore the meaning of “more” and “fewer.”
B.a.2. Benchmark c: Child compares two sets to determine if one set has fewer.
Teacher Tips Examples illustrating this benchmark include: Teachable moments require the observing that one child has fewer popsicle sticks than another child teacher’s careful observation of children’s play and other activi- recognizing that one group of children has fewer than another ties in order to identify the spon- noticing that one child has fewer cubes than another child taneously emerging situation saying that there are fewer markers in one box than another box. that can be used to promote learning. Supportive Instructional Strategies:
Environmental During large group time, include opportunities to compare two sets of Considerations objects to determine if one set has fewer (e.g., comparing the number of Include a variety of objects and children wearing jeans to the number of children wearing shorts). materials in the classroom (e.g., Provide opportunities for children to compare two sets of objects to blocks, dramatic play props, compare and determine if one set has fewer, each day. puzzles) that can set the stage for learning mathematics. During center time, model comparing two sets of objects by counting to determine if one set has fewer.
V. COGNITIVE DEV. AND GEN. KNOWLEDGE A. Mathematical Thinking
Florida Early Learning and Developmental Standards for Four-Year-Olds 139
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 3. Shows understanding by participating in the comparison of quantities IV. Language, Communication, With the ability to count 10 to 15 objects, children can build on this concept by and Emergent Literacy counting two different sets of objects and determining which set has more, C.1.a., C.1.b., C.1.c. which has fewer or if the two sets are equal. Four-year-olds are just learning that the next number in the counting sequence is one more than the number just V. Cognitive Development and General Knowledge named and continue to explore the meaning of “more” and “fewer.”
B.a.2. Benchmark d: Child determines one set of objects is a lot more than another set of objects. Teacher Tips Appropriate language skills are Examples illustrating this benchmark include: required for children to express and justify mathematical thinking. figuring out that the amount of keys in a jar is a lot more than the amount of keys on the teacher’s keychain Environmental commenting that there are only a couple of trees on the playground and a Considerations lot more in the woods Create an area in the classroom deciding who has a lot more if one child has five crayons and another child to display comparison charts and has 20 crayons. pictures.
Supportive Instructional Strategies: On the playground, provide two quantities of objects for children to compare to determine if one quantity is a lot more than another quantity (e.g., one group of 10 objects and one group of 30 objects). Take a nature walk to observe existing sets for children to compare (e.g., “We found 10 ants and only one butterfly on our walk today. We found a lot more ants than butterflies.”). Assist children in determining if one set of objects contains a lot more than another set of objects (e.g., during a field trip to the library, ask the children if they can guess how many books are in the entire library. Following their guesses, ask if there are more children in the class or more books in the library. After their responses, explicitly say, “The number of books in the library is certainly a lot more than the number of children in our class!”). A. Mathematical Thinking
140 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense IV. Language, Communication, and Emergent Literacy 4. Assigns and relates numerical representations among numerals C.1.a., C.1.b., C.1.c. (written), sets of objects, and number names (spoken) from zero to 10 As four-year-olds learn about counting objects, they begin to assign number Teacher Tips words to numerals and sets. These number words add to the children’s Mathematical language is deeply expanding vocabulary with daily exposure to counting sets and objects through imbedded in the learning and teaching of mathematics. meaningful experiences.
Environmental Examples illustrating this standard include: Considerations counting each object in a group of objects on a flannel board to determine Incorporate a variety of counting the total number of objects and then placing the correct numeral (written) books throughout the classroom. next to the group
pointing to each block in a tower and assigning a number to each block to determine the total number of blocks pointing to each snack and assigning a number to each snack to determine the total number of snacks.
Supportive Instructional Strategies: Incorporate counting into everyday activities (e.g., counting the number of boys and the number of girls and then identifying which numeral (written) represents that amount). Model counting and using the appropriate number names (spoken) for the children during everyday activities (e.g., counting napkins for each during snack time). Encourage children to count objects (e.g., their fingers, toes, buttons on their shirt, stripes on a flag) and point out numerals (written) in the world
around them. V. COGNITIVE DEV. AND GEN. KNOWLEDGE A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 5. Counts and knows the sequence of number names (spoken) IV. Language, Communication, As they become more skilled at verbal/rote counting, four-year-olds are and Emergent Literacy beginning to understand that numbers represent quantity. Most four-year-old C.1.a., C.1.b., C.1.c. children are able to count numbers orally up to 10. As four-year-old children begin to understand the concept of a pattern, they can also begin to recognize
Teacher Tips patterns that occur in counting. Numbers from one to twelve must be Beginning around age two, memorized, since there is no pattern. Numbers thirteen through nineteen have children learn the language a pattern (thirteen=three & ten, fourteen=four & ten…), but it is opposite of the and grammar of counting. pattern used after nineteen (twenty=two & ten, twenty-one=twenty & one). Children begin to understand this pattern that can help them count larger Environmental quantities later, so counting through at least 31 shows they are beginning to Considerations Include number names (spoken) understand the pattern of how numbers grow. and number words (e.g., five, cinco) from the different Benchmark a: Child counts and recognizes number names (spoken) in the languages spoken by the range of 10 to 15. children within the classroom (e.g., in songs, poems, counting books, finger plays, and on Examples illustrating this benchmark include: labels). counting aloud up to 15 using the correct number names chanting along with poems that count forward (e.g., “One, Two, Buckle My Shoe”) Singing theme-related songs to the tune of “Ten Little Indians” (e.g., In fall, sing, “One little, two little, three little pumpkins….”).
Supportive Instructional Strategies: Model for children how to count and correctly use number names throughout daily routines and experiences. Teach counting songs, finger plays, and simple games. A. Mathematical Thinking
142 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense I. Physical Health D.1., D.2. 5. Counts and knows the sequence of number names (spoken) IV. Language, Communication, As they become more skilled at verbal/rote counting, four-year-olds are and Emergent Literacy beginning to understand that numbers represent quantity. Most four-year-old C.1.a., C.1.c. children are able to count numbers orally up to 10. As four-year-old children begin to understand the concept of a pattern, they can also begin to recognize V. Cognitive Development and General Knowledge patterns that occur in counting. Numbers from one to twelve must be memorized, since there is no pattern. Numbers thirteen through nineteen have A.b.2.c. a pattern (thirteen=three & ten, fourteen=four & ten…), but it is opposite of the pattern used after nineteen (twenty=two & ten, twenty-one=twenty & one). Teacher Tips Children begin to understand this pattern that can help them count larger Children spontaneously count every day in the learning quantities later, so counting through at least 31 shows they are beginning to environment. understand the pattern of how numbers grow.
Environmental Benchmark b: Child counts up through 31 by understanding the pattern of Considerations adding by one, with teacher support and multiple experiences over time. Look for opportunities to use and display positional and ordinal Examples illustrating this benchmark include: words in the early learning environment. counting aloud through at least 31, with teacher support and multiple experiences over time.
Supportive Instructional Strategies: Count with the children as they string objects( e.g., cereal, beads) through a hole, counting through 31. Incorporate counting books (purchased or made with the children) into the classroom and classroom activities.
During small group or center time, provide materials for children to count V. COGNITIVE DEV. AND GEN. KNOWLEDGE through 31, with teacher support (e.g., large pegboards and a lot of pegs). A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards a. Number Sense IV. Language, Communication, and Emergent Literacy 6. Shows understanding of and uses appropriate terms to describe ordinal C.1.b. positions Ordinal numbers allow children to describe the position of an object. Children Teacher Tips demonstrate their ability to do this by naming the ordinal positions for people or Teachers can help children objects in a line and by placing objects in a certain position (e.g., first, second, become familiar with various ways to show symbolic third). Children may begin to name up to five ordinal positions as their representations (e.g., understanding increases. drawings, graphs, words, numbers, tables, and maps) Benchmark a: Child demonstrates the concept of ordinal position with for mathematical concepts and concrete objects (e.g., children or objects). relationships.
Environmental Examples illustrating this benchmark include: Considerations identifying which child is first in line Arrange the early learning going to the appropriate place in line based on teacher directions (e.g., first, environment to promote social second, third) interaction and experimentation. placing an item in the appropriate position based on another child’s
instructions (e.g., “Put the papa bear first, then mama bear second, and baby bear third.”).
Supportive Instructional Strategies: When lining up to go outside, tell the children you are going to count them in a special way (e.g., As you touch each child gently on the shoulder say, “First, second, third, fourth, fifth.”). Play I Spy using ordinal positions with objects lined up on a table (e.g., “I Spy the fifth marker in the row. Can you find it and show me which one is fifth?”). During cooking activities, discuss the order that ingredients should be added to the recipe (e.g., “First, we will add the flour. Second, we need one cup of milk. Third, we must stir in the eggs. Fourth, we will add . . . .”). A. Mathematical Thinking
144 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards a. Number Sense IV. Language, Communication, and Emergent Literacy 6. Shows understanding of and uses appropriate terms to describe ordinal C.1.a., C.1.c. positions Ordinal numbers allow children to describe the position of an object. Children Teacher Tips demonstrate their ability to do this by naming the ordinal positions for people or Learning mathematics is a natu- objects in a line and by placing objects in a certain position (e.g., first, second, ral and developmentally appro- priate activity for young children. third). Children may begin to name up to five ordinal positions as their understanding increases. Environmental Considerations Benchmark b: Child names ordinal positions (e.g., first, second, third, Create opportunities for children fourth, fifth). to develop number sense (e.g., counting, singing songs, reading books with counting words, Examples illustrating this benchmark include: playing board games with dice). creating a row of animals in the block area and naming the position of each (e.g., first, second, third) naming the position of each train car after lining them up on the track (e.g., first, second, third)
telling a friend the order of a routine task using ordinal positions
responding to the teacher’s questions about a book that was read (e.g., “Who was the first bear to come back in the house? Who was second? Who was third?”).
Supportive Instructional Strategies: When lining up for lunch, ask the children to help you count the class in a special way (e.g., “As I touch each child gently on the shoulder, repeat what I say.“ Then count each child using ordinal position words.
Model a song, finger play, or poem using ordinal position words instead V. COGNITIVE DEV. AND GEN. KNOWLEDGE of number names (e.g., “Five little monkeys jumping on the bed. The first fell off and bumped his head.”). Create opportunities for children to follow directions that include ordinal position words and encourage children to repeat the directions using the A. Mathematical Thinking ordinal position words (e.g., “Simon says touch your head first, your mouth second, and your eyes third.”).
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A. Mathematical Thinking Related Skills Within The Standards b. Number and Operations IV. Language, Communication, and Emergent Literacy 1. Shows understanding of how to combine sets and remove from a C.1.b., E.1.a. concrete set of objects (receptive knowledge) V. Cognitive Development and Once children have developed the ability to count 10 to 15 objects, they can General Knowledge begin to combine (add) sets of objects together and remove (subtract) objects A.b.2.b., B.a.2. from sets. Their understanding of counting will help them to determine if there are more or fewer objects than before the addition or subtraction took place. Teacher Tips Encourage families to Benchmark a: Child indicates there are more when combining (adding) incorporate mathematical sets of objects. thinking and language into the home environment. Examples illustrating this benchmark include: Environmental commenting that there are more cars in line for the car wash after another Considerations child adds some toy cars to the line Provide children with easy explaining that there are more crayons now that the teacher adds two new access to many types of boxes to the art area manipulatives (e.g., small stating that there are now more toy animals after a friend adds four toy animals, pegs, blocks). horses to the group.
Supportive Instructional Strategies: Assist children in combining two separate sets of objects and ask if there are more (e.g., “If we start with three blocks and then combine them with two more blocks, do we have the same amount we started with, or more?”). Invite two children to join the class and ask if there are more or less than before. Look for opportunities to model combining two sets of objects and ask if there are more or less than before. A. Mathematical Thinking
146 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards b. Number and Operations IV. Language, Communication, and Emergent Literacy 1. Shows understanding of how to combine sets and remove from a C.1.b., E.1.a. concrete set of objects (receptive knowledge) V. Cognitive Development and Once children have developed the ability to count 10 to 15 objects, they can General Knowledge begin to combine (add) sets of objects together and remove (subtract) objects A.b.2.b., B.a.2. from sets. Their understanding of counting will help them to determine if there are more or fewer objects than before the addition or subtraction took place. Teacher Tips Teachers support the Benchmark b: Child indicates there are less (fewer) when removing development of logical reasoning (subtracting) objects from a set. skills by helping children make connections between events (e.g., "You started with a set of frogs Examples illustrating this benchmark include: that were blue, green, or yellow. telling a friend that there are less blocks to play with now that the teacher What happened when you took removed the blue ones away the green frogs from the recognizing that there are less children at school today because three set?”). children are out sick
singing “Five Green and Speckled Frogs” and noting that each time one Environmental Considerations of the frogs jumps into the pool, there are fewer in the set. Provide opportunities for children to create, describe, and display Supportive Instructional Strategies: sets in the early learning Show the children a stack of objects. Then remove some of the objects environment. from the stack and ask if there are more or less than before.
Ask one child to hide in another area of the classroom, then ask the
other children if there are more or less children in the group than before. Remove some books from the book shelf and ask if there are more or less books than before.
Incorporate songs, finger plays, and games that focus on removing V. COGNITIVE DEV. AND GEN. KNOWLEDGE objects from a set (e.g., “Five Green and Speckled Frogs”). A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards b. Number and Operations I. Physical Health D.1., D.2. 2. Shows understanding of addition and subtraction using a concrete set of objects (expressive knowledge) or story problems found in everyday Teacher Tips classroom activities Working with other children Using meaningful real-world experiences, children are guided through basic and using active learning to stories that tell about objects being added or subtracted. Through the story line, experiment will help children to develop important foundational adults are able to guide children in determining the answer to these basic mathematics skills. addition and subtraction questions. With guidance, and in a classroom that supports asking questions, four-year-olds can begin to solve simple Environmental mathematical problems in concrete ways and offer basic explanations for their Considerations solutions. Include many types of manipulatives that children can use to create sets Benchmark a: Child combines sets of objects to equal a set no larger than throughout the classroom 10. (e.g., small animals, pegs, blocks). Examples illustrating this benchmark include: commenting that the train has five cars, after watching a friend connect a train with two cars to a second train with three cars
giving a friend with two grapes, three more grapes and saying, “Now you have five grapes.” (Note: Teachers must assess the safety of using small objects with each group of students at a given point during the school year. Small objects could be used in teacher-directed small group experiences if deemed unsafe to leave in an independent-use center.) building a stack of five blocks and saying, “I have seven blocks” after adding two blocks to the set of five blocks.
Supportive Instructional Strategies: Incorporate songs, finger plays, and games that focus on adding sets of objects to equal a set no larger than 10. Talk with children about combining sets of objects to equal a set no larger than 10 (e.g., While playing in the sand table, the teacher says, “Look, I found five white shells and two brown shells. How many shells do I have altogether?”). Combine two sets of objects to equal a set no larger than 10 (e.g., combine (add) two markers to five markers and count the total number of markers). A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards b. Number and Operations I. Physical Health D.1., D.2. 2. Shows understanding of addition and subtraction using a concrete set of objects (expressive knowledge) or story problems found in everyday Teacher Tips classroom activities Numbers and operations are Using meaningful real-world experiences, children are guided through basic used for counting, adding, and stories that tell about objects being added or subtracted. Through the story line, subtracting. adults are able to guide children in determining the answer to these basic Environmental addition and subtraction questions. With guidance, and in a classroom that Considerations supports asking questions, four-year-olds can begin to solve simple Provide opportunities and mathematical problems in concrete ways and offer basic explanations for their materials for children to write or solutions. draw about their mathematical creations in the math center. Benchmark b: Child removes objects from a set no larger than 10.
Examples illustrating this benchmark include: removing two boats from a group of five boats and saying, “One, two, three – three boats left,” while playing with friends commenting that there are only three flowers left after removing one flower from a group of four flowers on a flannel board telling a friend, “I have four cookies. I’m eating one. Now I have three cookies.”
Supportive Instructional Strategies: Incorporate songs, finger plays, and games that focus on removing objects from a set no larger than 10 (e.g., Ten in a Bed, Five Little Birdies). Talk with children about removing objects from a set no larger than 10 (e.g.,
while playing in the sand table, say, “Look, I found five shells in the sand V. COGNITIVE DEV. AND GEN. KNOWLEDGE table. Then I gave two shells to a friend. How many shells do I have left?”). A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards b. Number and Operations I. Physical Health D.1., D.2. 2. Shows understanding of addition and subtraction using a concrete set of objects (expressive knowledge) or story problems found in everyday Teacher Tips classroom activities Children have the potential and Using meaningful real-world experiences, children are guided through basic desire to learn mathematics. stories that tell about objects being added or subtracted. Through the story line,
Environmental adults are able to guide children in determining the answer to these basic Considerations addition and subtraction questions. With guidance, and in a classroom that Label shelves in the math center supports asking questions, four-year-olds can begin to solve simple so that children can sort mathematical problems in concrete ways and offer basic explanations for their materials independently or with solutions. teacher support as needed.
Benchmark c: Child uses concrete objects (e.g., fingers, blocks) to solve complex problems.
Examples illustrating this benchmark include: recognizing that there are nine eggs after adding five eggs to the carton that already has four in it combining the number of cracker packages (six) and the number of juice boxes (six) and realizing that there are a total of 12 items for snack.
Supportive Instructional Strategies: Encourage children to ask questions. Uses charts, pictures, and other displays to show problem-solving steps and efforts. Draw 10 hopscotch squares and have the children count them. Then draw three more squares and ask the children to count how many total squares there are now. Ask the children if they would like to make the hopscotch bigger or smaller. Discuss how many you should combine (add) or remove (subtract) to change the hopscotch. Count the number of days it was sunny in a week, and then continue counting the number of days it was cloudy in the week to name how many days it was either sunny or cloudy. A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards b. Number and Operations I. Physical Health D.1., D.2. 3. Begins to develop an understanding of separating a set into a maximum of four parts, with teacher support and multiple experiences over time Teacher Tips Four-year-olds are beginning to learn how to share. While developing their Everyday mathematics includes interpersonal skills, the mathematical concept of simple division becomes a variety of topics (e.g., number important. Separating a set into equal parts is easier for children when this skill and operations, space, shape, and pattern). is combined with one-to-one correspondence (e.g., If there are four pieces of pizza and four friends, each friend gets one piece of pizza.). Environmental Considerations Examples illustrating this standard include: Create opportunities for children separating a set of four cookies into four equal parts by giving three to practice mathematical skills friends one cookie during transitions (e.g., ask each child to point to a shape in the taking four books from the bookshelf and passing them out to four friends classroom before going to in the book area. centers). Supportive Instructional Strategies: Model separating a set (e.g., tennis balls, cars), into four parts during small group time.
Look for opportunities throughout the day to support children as they attempt to separate a set into four parts (e.g., during snack time or centers, on the playground). V. COGNITIVE DEV. AND GEN. KNOWLEDGE A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards c. Patterns and Seriation V. Cognitive Development and General Knowledge 1. Understands characteristics of patterns and non-patterns and begins to B.a.1. reproduce them with at least two elements (e.g., red/blue, red/blue versus a non-pattern like a rainbow) Teacher Tips Recognizing and creating patterns introduces children to the concept of order in From birth to age five, young the world. Identifying and working with patterns helps children see relationships children develop in everyday mathematics (e.g., informal ideas between objects. They can be encouraged to find patterns in nature and in the of more and less, taking away, classroom. Patterns, designs, and repeating arrangements of objects provide shape, size, location, pattern, the opportunity for children to explore relationships between objects. As four- and position). year-olds learn to recognize, “read,” and recreate patterns they are exploring concepts in math, science, the arts, and literacy. Noticing and commenting on Environmental patterns helps children learn to extend a pattern by figuring out what comes Considerations Musical instruments such as next. drums help children understand musical patterns (e.g., high/low, Benchmark a: Child recognizes patterns and non-patterns. high/low; long/short, long/short). Examples illustrating this benchmark include:
noticing a friend’s shirt has a pattern of a blue stripe, then a white stripe,
then another blue stripe and looking around the room for other patterns of stripes participating in movement and music games that make patterns with claps and sounds recognizing the pattern in a predictable book and saying the next line before turning the page singing songs, reciting poems (e.g., “B-I-N-G-O,” “Old McDonald,” “Tooty- Ta”).
Supportive Instructional Strategies: Use rhythm instruments to create a pattern (e.g. using rhythm sticks and tambourines, help children to alternate [sticks/tambourine/sticks/tambourine] to create a musical pattern. Then, have children create a non-pattern.) Draw attention to patterns in nature (e.g., ridges in tree bark, veins in leaves). Show children examples of patterns and non-patterns (e.g., beads, pegs, leaves, block structures). Explicitly point out the pattern for children as you read picture books with predictable patterns and include them in the book area (e.g., Brown Bear, Brown Bear). A. Mathematical Thinking
152 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards c. Patterns and Seriation V. Cognitive Development and General Knowledge 1. Understands characteristics of patterns and non-patterns and begins to B.a.1. reproduce them with at least two elements (e.g., red/blue, red/blue versus a non-pattern like a rainbow) Teacher Tips Recognizing and creating patterns introduces children to the concept of order in Identifying patterns helps the world. Identifying and working with patterns helps children see relationships children to learn about predicting and generalizing. between objects. They can be encouraged to find patterns in nature and in the classroom. Patterns, designs, and repeating arrangements of objects provide Environmental the opportunity for children to explore relationships between objects. As four- Considerations year-olds learn to recognize, “read,” and recreate patterns they are exploring Provide a variety of concepts in math, science, the arts, and literacy. Noticing and commenting on pattern-making materials patterns helps children learn to extend a pattern by figuring out what comes (e.g., beads, pegs, blocks) and encourage children to create next. their own patterns, with teacher support as needed. Benchmark b: Child duplicates identical patterns with at least two elements.
Examples illustrating this benchmark include:
duplicating the teacher’s model of a pattern with linking cubes (e.g., yellow, green, yellow, green) copying a sound pattern of two claps and a pause, then one clap and a pause.
Supportive Instructional Strategies: Play auditory pattern games beginning with two-part patterns, then increasing complexity (e.g., using hand claps or leg slaps).
Sing songs, recite poems, read stories with predictable patterns that V. COGNITIVE DEV. AND GEN. KNOWLEDGE children can repeat (e.g., The Gingerbread Man, The Three Bears, and The Three Billy Goats Gruff). Provide opportunities for children to duplicate patterns with at least two elements indoors and outdoors with a variety of materials (e.g., multicolored A. Mathematical Thinking leaves on the playground, seashells in the sand table, trucks in the block area, shoes and hats in the dramatic play area).
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A. Mathematical Thinking Related Skills Within The Standards c. Patterns and Seriation I. Physical Health D.1., D.2. 1. Understands characteristics of patterns and non-patterns and begins to II. Approaches to Learning reproduce them with at least two elements (e.g., red/blue, red/blue versus A.1., C.1. a non-pattern like a rainbow) Recognizing and creating patterns introduces children to the concept of order in III. Social and Emotional the world. Identifying and working with patterns helps children see relationships Development between objects. They can be encouraged to find patterns in nature and in the B.a.1. classroom. Patterns, designs, and repeating arrangements of objects provide IV. Language, Communication, the opportunity for children to explore relationships between objects. As four- and Emergent Literacy year-olds learn to recognize, “read,” and recreate patterns they are exploring B.1. concepts in math, science, the arts, and literacy. Noticing and commenting on V. Cognitive Development and patterns helps children learn to extend a pattern by figuring out what comes General Knowledge next.
A.a.1.a., A.c.1.a., A.c.1.b. Benchmark c: Child recognizes pattern units (e.g., red/blue is the pattern unit of a red/blue/red/blue/red/blue pattern; dog/cat/cow is the pattern unit Teacher Tips of a dog/cat/cow/dog/cat/cow pattern). Identifying patterns helps children to learn about predicting and generalizing. Examples illustrating this benchmark include: explaining the pattern unit they are working with (e.g., red/blue) Environmental repeating the pattern in a predictable story (e.g., The Gingerbread Man) Considerations placing popsicle sticks between pattern units in a repeating pattern of a Provide a variety of chain of links. pattern-making materials (e.g., beads, pegs, blocks) and encourage children to create Supportive Instructional Strategies: their own patterns, with teacher Create a display of visual patterns with children’s arrangements of beads or support as needed. pegs and ask, “What is the pattern?”
Model separating one pattern unit from the rest (e.g., After reading The
Gingerbread Man, ask the children, “What did the gingerbread boy say over and over again to everyone who was chasing him? That’s right, he said, ‘Run, run, as fast as you can. You can’t catch me, I’m the gingerbread man.’”). Model how to separate one pattern unit from the pattern (e.g., using fingers, beads, or sticks). A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards c. Patterns and Seriation I. Physical Health D.1., D.2. 1. Understands characteristics of patterns and non-patterns and begins to II. Approaches to Learning reproduce them with at least two elements (e.g., red/blue, red/blue versus A.1., C.1. a non-pattern like a rainbow) Recognizing and creating patterns introduces children to the concept of order in III. Social and Emotional the world. Identifying and working with patterns helps children see relationships Development between objects. They can be encouraged to find patterns in nature and in the B.a.1. classroom. Patterns, designs, and repeating arrangements of objects provide IV. Language, Communication, the opportunity for children to explore relationships between objects. As four- and Emergent Literacy year-olds learn to recognize, “read,” and recreate patterns they are exploring B.1. concepts in math, science, the arts, and literacy. Noticing and commenting on V. Cognitive Development and patterns helps children learn to extend a pattern by figuring out what comes General Knowledge next.
A.a.1.a., A.c.1.a., A.c.1.b. Benchmark d: Child begins to independently produce patterns with at least two elements (e.g., red/blue, red/blue), with teacher support and Teacher Tips multiple experiences over time. Share patterning and seriation ideas with parents: sorting toys at home when Examples illustrating this benchmark include: cleaning up creating a row of cars in the block area and indicating that it is a pattern sorting laundry (e.g., red car, blue car, red car, blue car) setting the dinner table with playing together with a friend to create a two-part clapping pattern (e.g., forks and spoons Children clap hands together, then clap with their friend’s hands, then clap planting flowers according to the pattern designed together, then clap with their friend’s hands.) Lacing two sizes of beads to make a necklace (e.g., big bead, small bead, Environmental big bead, small bead, big bead, small bead).
Considerations V. COGNITIVE DEV. AND GEN. KNOWLEDGE Provide a variety of Supportive Instructional Strategies: manipulatives in the classroom Provide opportunities for children to duplicate patterns with at least two that children may use to create elements indoors and outdoors with a variety of materials (e.g., multicolored
patterns. A. Mathematical Thinking leaves on the playground, seashells in the sand table, trucks in the block area, shoes and hats in the dramatic play area). Display patterns and non-patterns the children have created with a variety of materials (e.g., beads, pegs, leaves, photographs of block structures).
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A. Mathematical Thinking Related Skills Within The Standards c. Patterns and Seriation I. Physical Health D.1., D.2. 2. Sorts, orders, compares, and describes objects according to V. Cognitive Development and characteristics or attribute(s) (seriation) General Knowledge Four-year-olds enjoy ordering objects because these activities help them gain B.a.2., D.a.1. control of their world by organizing it. After learning to order objects by one attribute or characteristic, some four-year-olds begin to explain why they placed
objects in a certain order. Ordering and comparing objects introduces children to Teacher Tips Adults should use accurate math the logic of mathematical thinking. Four-year-olds are now able to understand terminology in their daily the concept of one object being bigger, smaller, heavier, or lighter compared to conversations with children. another object. Making comparisons is a big part of math and science, the arts, social studies, and literacy. The growing expressive vocabulary of four-year-olds Environmental allows them to use terms like “more,” “bigger,” “softer,” and “heavier” to describe Considerations the differences between objects. Putting objects in order based on their Create an area where children can listen to songs and characteristics is a difficult skill, and children need many opportunities to participate in musical activities experiment, solve problems, and explore objects in this way, independently and that develop sensitivity to with teacher involvement. patterns in rhythm and body movements. Benchmark a: Child places objects in increasing order of size where the
increasing unit is constant (e.g., unit blocks).
Examples illustrating this benchmark include: ordering their block buildings according to height (e.g., tall, taller, tallest) comparing several pieces of yarn in increasing order of size (e.g., short, shorter, shortest)
describing three train tracks as long, longer, and longest.
Supportive Instructional Strategies: Provide like objects for children to place in increasing order according to size (e.g., small, medium, large counting bears or frogs). Help children find objects in the classroom and in nature to place in increasing order according to size (e.g., shoes, blocks, books, cars, balls, flowers, leaves, seashells). Model appropriate math language as you place objects in increasing order of size where the increasing unit is constant (e.g., tall, taller, tallest; short, shorter, shortest; small, medium, large). A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards c. Patterns and Seriation IV. Language, Communication, and Emergent Literacy 2. Sorts, orders, compares, and describes objects according to C.2.a. characteristics or attribute(s) (seriation) Four-year-olds enjoy ordering objects because these activities help them gain Teacher Tips control of their world by organizing it. After learning to order objects by one New concepts are easier to learn attribute or characteristic, some four-year-old children begin to explain why they when presented in a meaningful way and related to a concept the placed objects in a certain order. Ordering and comparing objects introduces children have already been children to the logic of mathematical thinking. Four-year-olds are now able to exposed to. understand the concept of one object being bigger, smaller, heavier, or lighter compared to another object. Making comparisons is a big part of math and Environmental science, the arts, social studies, and literacy. The growing expressive Considerations Post a large vocabulary of four-year-olds allows them to use terms like “more,” “bigger,” graph made from white vinyl with black tape lines for graphing “softer,” and “heavier” to describe the differences between objects. Putting objects. objects in order based on their characteristics is a difficult skill, and children need many opportunities to experiment, solve problems, and explore objects in this way, independently and with teacher involvement.
Benchmark b: Child verbalizes why objects were placed in order (e.g., describes process of how and why), with teacher support and multiple experiences over time.
Examples illustrating this benchmark include: explaining how they ordered the tall, taller, and tallest block buildings by height telling how they compared the short, shorter, and shortest pieces of yarn and put them in order
describing how they ordered three train tracks as long, longer, and longest. V. COGNITIVE DEV. AND GEN. KNOWLEDGE
Supportive Instructional Strategies: Model for children how to explain why objects were placed in order. Read picture books that order, compare, or describe objects according to a A. Mathematical Thinking single attribute and include them in the book area (e.g., Goldilocks and the Three Bears).
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry I. Physical Health D.1., D.2. 1. Understands various two-dimensional shapes, including circle, triangle, Language, Communication, square, rectangle, oval, and other less common shapes (e.g., trapezoid, and Emergent Literacy rhombus) C.2.b. Four-year-olds are able to sort and name the shapes in their daily life experiences, as teachers and parents draw attention to shapes. As children
Teacher Tips become more familiar with shapes, they are able to construct shapes and begin Sorting shapes is an easier skill to analyze details about shapes (e.g., how many sides each shape has). than naming shapes. Benchmark a: Child categorizes (sorts) examples of two-dimensional Environmental shapes. Considerations Create opportunities for children to use and display the names of Examples illustrating this benchmark include: two- and three-dimensional placing the correct shape in its container shapes in the early learning en- sorting cutout shapes into groups and describing the ways they have sorted vironment. the shapes (e.g., by color, shape, number of sides, texture) creating various piles for different shapes while playing in the construction
area putting blocks away by size and shape.
Supportive Instructional Strategies: Model sorting manipulatives of different sizes by shape. Create a large circle, square, and triangle on the floor out of string or
masking tape; instruct children to find examples of those shapes and place them inside the appropriate large shape on the floor. Provide containers that are labeled with pictures of various shapes and ask the children to sort a variety of shapes from a pile by placing them in the correct container. A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry IV. Language, Communication, and Emergent Literacy 1. Understands various two-dimensional shapes, including circle, triangle, C.1.a., C.1.c. square, rectangle, oval, and other less common shapes (e.g., trapezoid, rhombus) Teacher Tips Four-year-olds are able to sort and name the shapes in their daily life Once children identify basic experiences, as teachers and parents draw attention to shapes. As children shapes, it is important to introduce less familiar shapes become more familiar with shapes, they are able to construct shapes and begin (e.g., trapezoid). to analyze details about shapes (e.g., how many sides each shape has).
Environmental Benchmark b: Child names two-dimensional shapes. Considerations Provide a variety of books, Examples illustrating this benchmark include: tapes, and CDs with math- related concepts for individual searching for paper circles to represent balls for artwork (e.g., “I need and group listening. circles because I am juggling balls in this picture.”) pointing out and naming shapes found while on a walk around the neighborhood (e.g., a building’s face that is square, a yield sign that is triangular, a brick walkway made up of rectangular surfaces).
Supportive Instructional Strategies: Provide a variety of two-dimensional shapes in the classroom and many opportunities for children to play with them. Display two-dimensional shapes in the classroom and describe how they are the same and different.
Play “I Spy” in the classroom and on the playground with children by naming
a shape and having children find it. V. COGNITIVE DEV. AND GEN. KNOWLEDGE A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry I. Physical Health D.1., D.2. 1. Understands various two-dimensional shapes, including circle, triangle, square, rectangle, oval, and other less common shapes (e.g., trapezoid, Teacher Tips rhombus) Block constructions and gross Four-year-olds are able to sort and name the shapes in their daily life motor activities help children experiences, as teachers and parents draw attention to shapes. As children learn about spatial relations. become more familiar with shapes, they are able to construct shapes and begin Environmental to analyze details about shapes (e.g., how many sides each shape has). Considerations Create inviting work areas and spaces Benchmark c: Child constructs examples of two-dimensional shapes. with interesting materials indoors and outdoors (e.g., Legos, bristle Examples illustrating this benchmark include: blocks, waffle blocks). making various shapes from popsicle sticks using clay to construct shapes of different sizes.
Supportive Instructional Strategies: Provide clay with which children can create shapes.
Demonstrate making a triangle (and other shapes with sides) using
popsicle sticks, straws, or toothpicks and encourage children to make their own. Use colored masking tape to create shapes on the floor or use sidewalk chalk outside to do the same, encouraging children to create shapes as well.
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry IV. Language, Communication, and Emergent Literacy 1. Understands various two-dimensional shapes, including circle, triangle, C.1.a., C.1.c. square, rectangle, oval, and other less common shapes (e.g., trapezoid, rhombus) Teacher Tips Four-year-olds are able to sort and name the shapes in their daily life Children learn about different experiences, as teachers and parents draw attention to shapes. As children shapes as they describe everyday objects in their become more familiar with shapes, they are able to construct shapes and begin environment, draw or cut out to analyze details about shapes (e.g., how many sides each shape has). shapes, and build with blocks. Benchmark d: Child identifies the number of sides of two-dimensional Environmental shapes. Considerations Create a class book that includes photos of the children acting out Examples illustrating this benchmark include: a variety of positional words and determining that a square has four sides by examining the shape include the book in the counting the sides of a triangle classroom library. telling a friend that a circle doesn’t have any sides telling the teacher, “Look, we used three friends to make a life size triangle!”
Supportive Instructional Strategies: Provide round objects for children to examine. Provide triangular objects and other two-dimensional shapes for children to examine and count the number of sides.
Create large shapes using tape or chalk and have children position their bodies on each line to represent the sides of each shape. Let the children count the number of sides and the number of children each shape took to
construct. V. COGNITIVE DEV. AND GEN. KNOWLEDGE Provide a “feely box” with a variety of differently shaped objects and have the children choose one and identify the shape and the number of sides. A. Mathematical Thinking
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry I. Physical Health D.1., D.2. 2. Shows understanding that two-dimensional shapes are equivalent (remain the same) in different orientations Teacher Tips A shape always remains the same shape and keeps the same name regardless Preschool block play is related to of how it is positioned, unlike letters or numerals (written). Four-year-olds are middle and high school math beginning to understand this, but need a lot of teacher guidance. performance.
Environmental Benchmark a: Child slides shapes, with teacher support and multiple Considerations experiences over time. Include ample space in the classroom to post photographs, Examples illustrating this benchmark include: project work, and materials that sliding a shape across the floor or table, with teacher support, and highlight children’s mathematical skills (e.g., sorting and grouping, recognizing that the shape remains the same. recognizing patterns and relationships, understanding Supportive Instructional Strategies: spatial relations, and comparing Play Simon Says with children and provide instructions that have children and measuring objects). slide shapes and then state the name of the shape.
Demonstrate sliding a triangle across the table and stating that the triangle is still a triangle no matter where it is on the table.
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry I. Physical Health D.1., D.2. 2. Shows understanding that two-dimensional shapes are equivalent (remain the same) in different orientations Teacher Tips A shape always remains the same shape and keeps the same name regardless Geometry describes the shapes of how it is positioned, unlike letters or numerals (written). Four-year-olds are of objects and their relative beginning to understand this, but need a lot of teacher guidance. positions in the environment.
Environmental Benchmark b: Child flips shapes, with teacher support and multiple Considerations experiences over time. Provide time for children to talk about planning, building, and Examples illustrating this benchmark include: sharing their block structures. flipping a shape, with teacher support, and recognizing that the shape
remains the same.
Supportive Instructional Strategies: Play Simon Says with children and provide instructions that have children flip shapes and then name the shape.
Demonstrate flipping a shape and stating that it remains the same shape
no matter which way it is flipped.
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry I. Physical Health D.1., D.2. 2. Shows understanding that two-dimensional shapes are equivalent (remain the same) in different orientations Teacher Tips A shape always remains the same shape and keeps the same name regardless Intentional teaching interactions of how it is positioned, unlike letters or numerals (written). Four-year-olds are occur when the adult deliberately beginning to understand this, but need a lot of teacher guidance. focuses the interaction on a specific skill or concept. Benchmark c: Child rotates shapes, with teacher support and multiple Environmental experiences over time. Considerations Help children label, describe, Examples illustrating this benchmark include: and display their completed rotating a square and commenting that it is still a square. structures in the block center.
Supportive Instructional Strategies: Demonstrate rotating various shapes and noting that they are the same shape after rotating. Play Simon Says with children and provide instructions that have children rotate shapes and then name the shape.
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry I. Physical Health D.1., D.2. 3. Understands various three-dimensional shapes, including sphere, cube, IV. Language, Communication, cone, and other less common shapes (e.g., cylinder, pyramid) and Emergent Literacy Four-year-olds are able to sort and name three-dimensional shapes through C.2.b. their daily life experiences and rich hands-on play in the block area. As children become more familiar with three-dimensional shapes, they are able to identify
Teacher Tips them in the environment. Teachers can read books about mathematical concepts during Benchmark a: Child categorizes (sorts) examples of three-dimensional large group time. shapes.
Environmental Examples illustrating this benchmark include: Considerations When adding mathematical placing all spheres in a basket and all cubes in a bag terms to the early learning finding objects on the playground with three-dimensional shapes and environment, be sure to print sorting them clearly and use pictures that sorting shapes by straight sides and curved sides. illustrate the terms.
Supportive Instructional Strategies: Label three-dimensional shapes in classroom and describe how they are the same and different. Provide children with different three-dimensional shapes for them to sort.
Show children a three-dimensional model of the earth or other planets.
Explain to the children that planets are spheres.
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry IV. Language, Communication, and Emergent Literacy 3. Understands various three-dimensional shapes, including sphere, cube, C.1.a., C.1.c. cone, and other less common shapes (e.g., cylinder, pyramid) Four-year-olds are able to sort and name three-dimensional shapes through Teacher Tips their daily life experiences and rich hands-on play in the block area. As children Block building can help children become more familiar with three-dimensional shapes, they are able to identify learn important spatial relationships. them in the environment.
Environmental Benchmark b: Child names three-dimensional shapes. Considerations Fill the classroom with a wide Examples illustrating this benchmark include: variety of manipulatives and correctly labeling a sphere and other three-dimensional shapes pictures of objects (e.g., two- and three-dimensional shapes) naming shapes as teacher picks them up related to new mathematics telling a friend that his ice cream is in a cone (e.g., cone-shaped). vocabulary. Add and alternate materials as appropriate. Supportive Instructional Strategies: Introduce children to three-dimensional shapes through everyday
experiences (e.g., cans (cylinders), balls (spheres), and playground cones). Provide a variety of three-dimensional shapes in the classroom and many opportunities to play with them. Place three-dimensional shapes in a bag, pass the bag around to children as they guess what shape it is.
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A. Mathematical Thinking Related Skills Within The Standards d. Geometry I. Physical Health D.1., D.2. 4. Analyzes and constructs examples of simple symmetry and non- IV. Language, Communication, symmetry in two dimensions, using concrete objects and Emergent Literacy Four-year-olds have a lot of knowledge about their bodies, which have C.1.a., C.1.b., C.1.c. symmetry. Through hands-on experiences with concrete objects, children begin to understand that they can use various shapes to create symmetry. V. Cognitive Development and General Knowledge Examples illustrating this standard include: B.a.2. cutting a snowflake shape on a coffee filter, opening it, and determining that the design is symmetrical Teacher Tips sorting various pictures of people, animals, nature, and buildings according Meaningful, hands-on block play to symmetry and non-symmetry allows many opportunities for exploration and the creating symmetrical figures using pattern blocks or parquetry blocks. development of higher-level mathematical skills. Supportive Instructional Strategies: Ask children to place their palms together and then open their hands side- Environmental by- side to demonstrate symmetry. Considerations Provide children with access Place a mirror beside a picture that a child drew to demonstrate symmetry. to a variety of blocks, interesting Show pictures of a butterfly and talk about how the two sides of their bodies building materials, and micro are the same. dramatic play props (e.g., Have children construct a form using blocks, then reconstruct the form to people, animals, vehicles) make it symmetrical. indoors and outdoors.
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A. Mathematical Thinking Related Skills Within The Standards e. Spatial Relations IV. Language, Communication, and Emergent Literacy 1. Shows understanding of spatial relationships and uses position words C.1.a. (e.g., above, below, next to, beside, on top of, inside, outside) V. Cognitive Development and Understanding positional words is very important for a four-year-old’s ability to General Knowledge communicate and understand others in the classroom. Teachers can use the C.b.1. classroom and playground to infuse these words into daily conversations with children. Concepts of spatial sense and vocabulary development are closely Teacher Tips connected. As four-year-olds continue to develop a sense of their position in Positional words, measurement relation to objects and people around them, they are increasingly able to words (e.g., bigger, less, or describe their position using language. They can understand “in front of,” more), and names of shapes are “behind,” “under,” and “above” and are beginning to use these and other types of mathematical language. positional words in their language. Further examples include playing movement Environmental games that incorporate position words (e.g., Hokey Pokey and Simon Says), Considerations arranging doll furniture in a doll house and describing what they are doing (e.g., Provide children with easy “I am putting the bed next to the rocking chair”), building block structures that access to many types of are enclosed and then putting animal figures “inside the zoo cages,” and telling manipulatives (e.g., small toy friends, “put the shovels and scoops into the basket” or “put the lid on top of the animals, pegs, blocks) that promote the mathematical skills water table” when cleaning up the playground. of sorting and grouping, recognizing patterns and Benchmark a: Child shows understanding of positional words (receptive relationships, understanding knowledge). spatial relations, and comparing and measuring objects. Examples illustrating this benchmark include: following directions requested by the teacher following directions in the songs, games, and chants by mimicking the actions.
Supportive Instructional Strategies:
Use position words when giving children directions (e.g., “Stand beside me,” “Put the cup under the cabinet.”). Give the children a task using positional words (e.g., “Go below the table,” “Sit beside your friend.”). Teach songs, games (e.g., Simon Says) and chants that include positional
words (e.g., “Put your finger in the air, on your head, behind your back, and then on top of your head.”).
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A. Mathematical Thinking Related Skills Within The Standards e. Spatial Relations IV. Language, Communication, and Emergent Literacy 1. Shows understanding of spatial relationships and uses position words C.1.a., C.1.b., C.1.c., C.2.a. (e.g., above, below, next to, beside, on top of, inside, outside) V. Cognitive Development and Understanding positional words is very important for a four-year-old’s ability to General Knowledge communicate and understand others in the classroom. Teachers can use the C.b.1. classroom and playground to infuse these words into daily conversations with children. Concepts of spatial sense and vocabulary development are closely Teacher Tips connected. As four-year-olds continue to develop a sense of their position in Expressive language is relation to objects and people around them, they are increasingly able to important in showing describe their position using language. They can understand “in front of,” understanding of mathematical “behind,” “under,” and “above” and are beginning to use these and other thinking. positional words in their language. Further examples include playing movement Environmental games that incorporate position words (e.g., Hokey Pokey and Simon Says), Considerations arranging doll furniture in a doll house and describing what they are doing (e.g., Provide a parent bulletin board “I am putting the bed next to the rocking chair”), building block structures that with suggestions for are enclosed and then putting animal figures “inside the zoo cages,” and telling mathematics activities and friends, “put the shovels and scoops into the basket” or “put the lid on top of the create take-home math activities. water table” when cleaning up the playground.
Benchmark b: Child uses the positional terms verbally (expressive knowledge) (e.g., in front of, behind, between, over, through, under), with teacher support and multiple experiences over time.
Examples illustrating this benchmark include: identifying the location of their friend when asked by the teacher using positional words to ask for something (e.g., “May I get the blocks
that are on top of the shelf?”) V. COGNITIVE DEV. AND GEN. KNOWLEDGE accurately telling friends where to place objects using positional words
(e.g., “Put the blocks beside the linking cubes.”).
A. Mathematical Thinking Supportive Instructional Strategies: Ask children where a specific object is and prompt them to use positional words in their answers. Create obstacle courses inside and outside that involve moving in different directions and locations and have the children use words to describe their position. Encourage children to use positional words when giving directions to each other (e.g., “Walk behind me.”).
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A. Mathematical Thinking Related Skills Within The Standards e. Spatial Relations IV. Language, Communication, and Emergent Literacy 2. Describes relative position from different perspectives (e.g., “I am on C.1.a., C.1.b., C.1.c., C.2.a. top of the climber and you are below me.”) V. Cognitive Development and Once four-year-olds have receptive knowledge of positional words, they can General Knowledge begin to use them in interactions with their friends (e.g., to describe play, C.b.1. describe what they would like their friend to do, or explain things).
Teacher Tips Examples illustrating this standard include: While free play is very important, telling a friend that they hid the treasure beneath the wagon the teacher should scaffold and verbalizing positions as they work and play with others intentionally interact with children explaining that they are below the slide and their friend is on top of the slide. to build their knowledge.
Environmental Considerations Supportive Instructional Strategies: Display examples of simple During outside play, observe and/or prompt the children to explain the graphs in the classroom. relative position from different perspectives when they are climbing on the equipment.
While transitioning to centers, ask a child to incorporate relative position from different perspectives (e.g., “I am sitting next to Blake and he is beside Monique.”). Play Simon Says with children and provide instructions that have children get on top of the slide or walk under the slide.
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A. Mathematical Thinking Related Skills Within The Standards e. Spatial Relations V. Cognitive Development and General Knowledge 3. Understands and can tell the difference between orientation terms (e.g., B.a.2., C.b.1. horizontal, diagonal, vertical) Exposure to rich words is important in developing a four-year-old’s vocabulary. Teacher Tips These terms help children to be more descriptive, and they are important in Knowing the shape of one’s developing spatial knowledge. environment and learning about the properties and relations of objects in space is the concept Examples illustrating this standard include: of spatial sense. making their arms or bodies represent orientation terms (e.g., horizontal, diagonal, vertical) in a game of Simon Says Environmental using materials (e.g., yarn, popsicle sticks, paper, crayons) to replicate Considerations orientation terms (e.g., horizontal, diagonal, vertical) while working on an Provide opportunities in the daily schedule for the development of art project spatial sense through gross describing a block structure using orientation terms while building motor activities (e.g., building indicating that the letter “T” has a horizontal line and a vertical line while with large blocks outdoors, attempting to write the letter. playing Simon Says or Mother May I?). Supportive Instructional Strategies: Ask children if they want their easel paper hung horizontally, diagonally, or vertically, while demonstrating each with the paper to be hung. When outdoors, have the group of children lie down horizontally, stand up vertically, and lean against something to make their body diagonal.
Point out signs that have diagonal lines (e.g., a railroad crossing sign).
Discuss the kinds of lines being used when introducing how to write a letter (e.g., horizontal, diagonal, or vertical lines).
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A. Mathematical Thinking Related Skills Within The Standards e. Spatial Relations I. Physical Health C.1., C.2. 4. Uses directions to move through space and find places in space (e.g., IV. Language, Communication, obstacle courses, Simon Says, Mother May I?, hopscotch, giving simple and Emergent Literacy directions) C.d.1. Four-year-olds can readily learn to follow basic directions when directions are part of something they are interested in (e.g., a game or other exciting activity).
Teacher Tips Gross motor activities help Examples illustrating this standard include: children develop spatial sense. knowing where to stand if asked to stand behind a classmate in line going over to sit beside (or in front of ) a classmate when asked to do so Environmental telling a new classmate how to get to the playground using directional Considerations words. Incorporate games and activities into daily routines that require children to follow directions in Supportive Instructional Strategies: order to find different places in Create obstacle courses inside and outside that involve moving in different space. locations and directions. Play Mother May I?, encouraging children to ask to go certain places.
Plan activities that require children to find places in space (e.g., the block
area or sink).
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A. Mathematical Thinking Related Skills Within The Standards f. Measurement II. Approaches to Learning A.1., B.1., C.1. 1. Engages in activities that explore measurement III. Social and Emotional Four-year-olds sort and categorize all sorts of things, and measurement is an Development extension of that categorizing. They begin to compare differences in the quantity A.b.1., A.b.2. of what is being measured through interesting hands-on activities. Measurement skills are important for four-year-olds to develop, and four-year-olds enjoy IV. Language, Communication, and Emergent Literacy experimenting with standard and non-standard measurement tools. They love to use rulers, large tape measures and balance scales, but they can also use their C.1.b., C.2.c. hands or feet to measure. Both child-initiated and adult-led experiences with V. Cognitive Development and measurement activities support the development of this math concept. General Knowledge A.a.3., A.f.2.a., A.f.2.b., A.f.2.c., Examples illustrating this standard include: A.f.2.d., A.f.3.a., A.f.3.b., A.f.3.c., walking heel-to-toe across the large group rug and exclaiming “This rug is B.a.2. 14 feet long!”; using measuring cups and spoons in the sand box to count how many Teacher Tips scoops it takes to fill a bowl; The concept of measurement laying cutouts of their hand shape end-to-end to measure the height of allows for exploring and evaluating items and areas of objects around the classroom; interest (e.g., block, room, exploring a sand timer the teacher is using to time clean-up activities. cooking oil, etc.). Supportive Instructional Strategies: Environmental Plan activities during outside play for children to measure the distance Considerations between objects (e.g., number of hops between the swing and slide or the Provide a variety of manipulatives in the classroom number of “feet” walking heel-to-toe from the water fountain to the bench). that children may use as units of Provide measuring cups and spoons in the sand box for children to count standard and non-standard how many scoops it takes to fill a bowl. measurement. Plan activities for children to use non-standard measurement tools to V. COGNITIVE DEV. AND GEN. KNOWLEDGE measure items around the room (e.g., pieces of yarn, string, blocks).
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Related Skills Within The f. Measurement Standards I. Physical Health 2. Compares continuous quantities using length, weight, and height D.1., D.2. Four-year-olds sort and categorize all sorts of things, and measurement is an V. Cognitive Development and extension of that categorizing. They begin to compare differences in the quantity General Knowledge of what is being measured through interesting hands-on activities. C.b.1. Benchmark a: Child measures or compares the length of one or more Teacher Tips objects using a non-standard reference (e.g., paper clips), with teacher A ruler or a yardstick is a support and multiple experiences over time. standard reference for length. Examples illustrating this benchmark include: Environmental measuring the length of the classroom using blocks Considerations Although standard references measuring the length of a table using their hands can be introduced in the comparing the length of a shoe with another child’s shoe. classroom, adults should not expect young children to Supportive Instructional Strategies: accurately use them, as they Demonstrate how to measure the length of a piece of paper using pencils. are more abstract than non- standard references. Show children how to measure length by using blocks to measure the bookshelf. Provide plastic links or paper clips and items to measure (e.g., shoe, friend’s hand, baby doll, spoon, block).
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A. Mathematical Thinking Related Skills Within The Standards f. Measurement I. Physical Health D.1., D.2. 2. Compares continuous quantities using length, weight, and height V. Cognitive Development and Four-year-olds sort and categorize all sorts of things, and measurement is an General Knowledge extension of that categorizing. They begin to compare differences in the quantity C.b.1. of what is being measured through interesting hands-on activities.
Teacher Tips Benchmark b: Child measures or compares the weight of one or more A bathroom scale is a objects using non-standard reference (e.g., beans), with teacher support standard reference for and multiple experiences over time. weight that produces a written measurement. Examples illustrating this benchmark include:
exclaiming that the book the child is carrying is much heavier than the ball a Environmental Considerations friend is carrying Give children access to a simple talking about how light the bag of cotton balls is compared to a bag of bathroom scale and a variety of marbles. (Note: Teachers must assess the safety of using small objects with items to weigh. each group of students at a given point during the school year. Small objects could be used in teacher-directed small group experiences if
deemed unsafe to leave in an independent-use center.)
Supportive Instructional Strategies: Make a simple scale using a suspended hanger with a string and a bucket on each side. Show children how to measure weight with non-standard items.
Provide a balance scale and items for children to weigh.
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A. Mathematical Thinking Related Skills Within The Standards f. Measurement I. Physical Health D.1., D.2. 2. Compares continuous quantities using length, weight, and height V. Cognitive Development and Four-year-olds sort and categorize all sorts of things, and measurement is an General Knowledge extension of that categorizing. They begin to compare differences in the quantity C.b.1. of what is being measured through interesting hands-on activities.
Teacher Tips Benchmark c: Child measures or compares the height of one or more A bathroom scale is a objects using non-standard reference (e.g., pencils), with teacher support standard reference for weight and multiple experiences over time. that produces a written measurement. Examples illustrating this benchmark include:
measuring the height of the table using cubes or plastic links Environmental Considerations measuring the height of a friend and the height of a tricycle using paper Give children access to a simple chain links and then saying, “I am 16 links tall, and the tricycle is 11 links bathroom scale and a variety of tall.” “I am taller than the tricycle.” items to weigh. Supportive Instructional Strategies:
Measure children’s height on a wall chart monthly, and talk about how much each child grew from one month to the next. Show children how to measure height with nonstandard items. Use open-ended questions when discussing measurement (e.g., “I wonder how many blocks we need to stack to make our tower as tall as the book- shelf.”).
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176 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards f. Measurement IV. Language, Communication, and Emergent Literacy 2. Compares continuous quantities using length, weight, and height C.1.a., C.1.b., C.1.c., C.2.a., Four-year-olds sort and categorize all sorts of things, and measurement is an C.2.b. extension of that categorizing. They begin to compare differences in the quantity V. Cognitive Development and of what is being measured through interesting hands-on activities. General Knowledge B.a.2. Benchmark d: Child uses measurement vocabulary (e.g., length, weight, height) and comparative terminology (e.g., more, less, shorter, longer, Teacher Tips heaviest, lightest), with teacher support and multiple experiences over If the teacher frequently uses time. measurement vocabulary, the children will begin to include these words in their daily Examples illustrating this benchmark include: interactions. using a length of string to measure two slides on the playground and noting which is longer and which is shorter Environmental using a simple scale with a basket on either side, adding a cotton ball to one Considerations side and a ball of playdough to the other side and noting that the playdough Look for opportunities to use and is heavier display measurement words in the early learning environment. measuring the height of a friend and the height of a bookshelf using paper chain links and noting which is taller and which is shorter.
Supportive Instructional Strategies: Use string to measure common objects in the classroom with a small group
of children (e.g., table, water table, crib, sink). Label each piece of string with a picture of what is measured. Then put the objects in order and discuss differences using measurement terminology. Place different classroom objects in either side of a simple scale with a
basket on either side. Use vocabulary to describe which is heavier and V. COGNITIVE DEV. AND GEN. KNOWLEDGE lighter. After practice, ask children to predict which object will be heavier.
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V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards f. Measurement I. Physical Health D.1., D.2. 3. Represents and analyzes data II. Approaches to Learning As four-year-olds become more skilled at sorting based on attributes (e.g., type, A.1., D.1. color, shape), they are ready for experiences that help them learn ways that we categorize information (e.g., charts and graphs). By choosing things to chart that III. Social and Emotional are meaningful to children, we stimulate their interest in analyzing the Development differences, with the teacher’s support. A.b.2., B.b.1., B.c.1. V. Cognitive Development and Benchmark a: Child assists with collecting and sorting materials to be General Knowledge graphed. B.a.2. Examples illustrating this benchmark include: Teacher Tips collecting and sorting leaves by color (and then by color and shape as they Organizing materials by sorting become more skilled) is an important first step in data collecting and sorting toy cars by size collection. collecting blocks and sorting them by shape (and then by shape and color as they become more skilled). Environmental Considerations Provide children with containers Supportive Instructional Strategies: for sorting materials to be Take a walk to note and collect nature items during different seasons that analyzed. can be sorted by type (e.g., leaves, pine needles, pinecones, acorns). Plan an activity in which each child brings in a favorite toy. Talk about how the toys can be grouped together (e.g., stuffed animals, cars, dolls, books,
toys that make noise).
A. Mathematical Thinking
178 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards f. Measurement I. Physical Health D.1., D.2. 3. Represents and analyzes data II. Approaches to Learning As four-year-olds become more skilled at sorting based on attributes (e.g., type, A.1., D.1. color, shape), they are ready for experiences that help them learn ways that we categorize information (e.g., charts and graphs). By choosing things to chart that III. Social and Emotional are meaningful to children, we stimulate their interest in analyzing the Development differences, with the teacher’s support. A.b.2., B.b.1., B.c.1. V. Cognitive Development and Benchmark b: Child works with teacher and small groups to represent General Knowledge mathematical relations in charts and graphs. B.a.2. Examples illustrating this benchmark include: Teacher Tips assisting in making a bar graph depicting the number of children at school Creating charts and graphs each day helps children attach meaning creating a graph depicting the number of cars collected by each child, with to number. teacher support
helping to create a graph of favorite types of foods by placing picture of Environmental Considerations food under the correct column. When graphing with small and large groups, using a piece of Supportive Instructional Strategies: large chart paper allows the Work with a small group of children to sort blocks by color and then create children to see what is being a bar graph to show the number of blocks of each color. graphed. Display information in graph form so children can compare activities and
experiences (e.g., favorite things to do at the beach, or how I get to school). Provide experiences with different types of graphs (e.g., vertical and horizontal bar graphs) and charts (e.g., pie charts) by charting and
graphing regularly (e.g., favorite foods, voting on a class pet’s name, the V. COGNITIVE DEV. AND GEN. KNOWLEDGE first letter that each person’s name starts with, the number of people in
one’s immediate family, the number of boys and girls at school today) .
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V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards f. Measurement I. Physical Health D.1., D.2. 3. Represents and analyzes data II. Approaches to Learning As four-year-olds become more skilled at sorting based on attributes (e.g., type, A.1., D.1. color, shape), they are ready for experiences that help them learn ways that we categorize information (e.g., charts and graphs). By choosing things to chart that III. Social and Emotional are meaningful to children, we stimulate their interest in analyzing the Development differences, with the teacher’s support. A.b.2., B.b.1., B.c.1. V. Cognitive Development and Benchmark c: Child analyzes, with teacher and small groups, the General Knowledge relationship between items/objects represented by charts and graphs. B.a.2. Examples illustrating this benchmark include: Teacher Tips determining, with teacher support, which color of leaves was found most When children describe physical often properties of objects, (e.g., determining, through discussions with friends, if they had the most small, weight, width, length, area, and medium, or large cars volume), they are using recognizing, with teacher support, that they have the least number of measurement concepts. square blocks by “reading” the chart. Environmental Considerations Supportive Instructional Strategies: Use child-produced art, clip art, Encourage children to make predictions by asking questions about a chart or photographs on the graph to or graph made. help children “read” it. Create a chart that shows the favorite insect of each child and discuss
which insect is the favorite of the class and which insect is the least favorite. Ask children questions about data in a graph once it is complete to determine their level of understanding (e.g., Are there more boys or more girls here today? How do you know?).
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180 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
A. Mathematical Thinking Related Skills Within The Standards f. Measurement III. Social and Emotional Development 4. Child predicts the results of a data collection, with teacher support and A.2., B.2., C.1., D.1., E.1. multiple experiences over time. IV. Language, Communication, As four-year-olds become more skilled at sorting based on attributes (e.g., type, and Emergent Literacy color, shape), they are ready for experiences that help them learn ways that we E.1.a. categorize information (e.g., charts and graphs). By choosing things to chart that are meaningful to children, we stimulate their interest in analyzing the Teacher Tips differences, with the teacher’s support. Predicting or estimating is an important skill that results Examples illustrating this standard include: from a strong foundation in predicting that they collected less gold leaves than any other color before mathematical skills. counting each color collected Environmental predicting that they have more red cars before counting each color collected Considerations saying to a friend, “I think red will have the most votes,” before the class Provide a variety of books with makes a chart of favorite colors. math-related concepts (e.g., counting, predicting, patterning, Supportive Instructional Strategies: measurement, geometry). Ask children what shape of blocks they think they have the least of before
analyzing a collection of blocks. Have children predict which items they think will sink or float in water, then chart actual results in two columns, “sink” and “float”. Encourage children to predict which type of shoe is worn by more children in the classroom before creating a graph of shoes worn in the classroom.
V. COGNITIVE DEV. AND GEN. KNOWLEDGE
A. Mathematical Thinking
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182 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEVEVOPMENT &
GENERAL KNOWLEDGE V. COGNITIVE DEVELOPMENT & B. Scientific Inquiry
GENERAL KNOWLEDGE B. Scientific Inquiry
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184 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE
OVERVIEW OF SCIENTIFIC INQUIRY STANDARDS B. Scientific Inquiry
B. Scientific Inquiry a. Investigation and Inquiry 1. Demonstrates the use of simple tools and equipment for observing and investigating 2. Examines objects and makes comparisons b. Physical Science 1. Explores the physical properties and creative use of objects or matter c. Life Science 1. Explores growth and change of living things 2. Identifies the characteristics of living things 3. Identifies the five senses and explores functions of each d. Earth and Space 1. Explores the outdoor environment and begins to recognize changes (e.g., weather conditions) in the environment, with teacher support and multiple experiences over time 2. Discovers and explores objects (e.g., rocks, twigs, leaves, seashells) that are naturally found in the environment e. Environmental Awareness 1. Demonstrates ongoing environmental awareness and responsibility (e.g., reduce, ` reuse, recycle), with teacher support and multiple experiences over time
Florida Early Learning and Developmental Standards for Four-Year-Olds 185
SCIENTIFIC INQUIRY INTRODUCTION
Scientific inquiry is the second component and is composed of five areas in which four- year-olds demonstrate scientific inquiry skills: investigation and inquiry, physical science, life science, earth and space, and environmental awareness. Children are natural investigators and their levels of understanding deepen over time with varied experiences. Teachers should capitalize on children’s curiosity during play and encourage discussion and expression of their ideas as they examine scientific activities (e.g., rolling a ball or car, water table explorations, engineering and building during block B. Scientific Inquiry play, and small group cooking activities).
The first area, investigation and inquiry is demonstrated when children ask questions, use simple tools, and make comparisons. When adults respond to children’s questions, inquisitiveness and scientific thinking are fostered. The natural world and physical events
V. COGNITIVE DEV. AND GEN. KNOWLEDGE are fascinating to four-year-olds. Physical science, the second area, helps children to un- derstand and make sense of their world. Life science, the third area, identifies children’s increasing abilities to explore growth and change of living things. The fourth area, Earth and space, focuses on understanding things naturally found in our environment. Environmental awareness, the fifth area, is demonstrated as four-year-olds begin to show awareness of their environment.
186 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS B. Scientific Inquiry
B. Scientific Inquiry Related Skills Within The Standards a. Investigation and Inquiry I. Physical Health D.1., D.2. 1. Demonstrates the use of simple tools and equipment for observing and V. Cognitive Development and investigating General Knowledge Four-year-old children are able to use simple tools in their explorations. A.f.3.a., A.f.3.b., A.f.3.c., A.f.3.d., Magnifiers, balance scales, rulers, and tweezers help children investigate C.a.3., C.c.1. objects more closely. When these tools are available in various areas of the classroom, children incorporate them naturally into their play. Teacher Tips Teachable moments provide Examples illustrating this standard include: the most meaningful learning seeking out a pair of binoculars to look at a bird on the playground experiences for children and using a magnifying glass to look at the differences in rocks or leaves create a springboard for teachers to plan instruction and to focus using a dropper to drop water on a paper towel and observe how the on children’s interests. water is absorbed using a magnet to find out which objects have magnetic attraction Environmental using a funnel in a water bottle to pour water from a cup into a bottle. Considerations Include a variety of tools for Supportive Instructional Strategies: supervised use and exploration indoors and outdoors (e.g., Provide opportunities to examine how tools work (e.g., pulleys). magnifiers, thermometers, Provide woodworking tools in discovery areas, allowing children supervised scales, pulleys and wheels, opportunities to work with the tools. flashlights, workshop tools, Provide soft pieces of wood, small hammers, and a variety of nails that can kitchen tools, prisms, telescopes, be used to create three-dimensional structures. kaleidoscopes, and metal mirrors). Choose interesting science-related experiments that use tools during small group instruction (e.g., tie-dye butterflies using coffee filters, colored water, and droppers; provide magnifying glasses to look closely at things collected from a nature walk such as leaves, rocks, sticks, or a caterpillar).
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V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
B. Scientific Inquiry Related Skills Within The Standards a. Investigation and Inquiry IV. Language, Communication, and Emergent Literacy 2. Examines objects and makes comparisons B. Scientific Inquiry C.1.a., C.1.b., C.1.c., C.2.a., Scientific inquiry involves asking questions, observing and making C.2.b. comparisons. Four-year-olds make comparisons when they notice how objects V. Cognitive Development and and events are related and use their growing language skills to describe a General Knowledge relationship they observe. Experiences with varied materials and opportunities A.a.2.a., A.a.2.b., A.a.2.c., to try things out and see how things work help children understand concepts of V. COGNITIVE DEV. AND GEN. KNOWLEDGE A.a.3.a., A.a.3.b., A.a.3.c., same and different and draw comparisons among objects in their world. A.b.1.a., A.b.1.b., A.c.4.a., A.c.4.b., A.d.4., A.f.2.a., A.f.2.b., A.f.2.c. Examples illustrating this standard include: using comparative terminology, verbally or by signing, to compare two or
Teacher Tips more objects (e.g., “This bucket is heavier than that one”; “This ball is bigger Children this age may need than these other two balls”; “A rock is heavier than a feather.”) help initially in verbalizing the using descriptive terminology, verbally or by signing, to describe objects differences that they see (e.g., “This rock is hard and smooth, and that rock is hard and very bumpy.” between objects and events. “Cotton is soft and a wooden block is hard.”)
Environmental discussing and comparing which items sink and which items float in the Considerations water table. Provide a variety of books about nature and science. Supportive Instructional Strategies: Provide a variety of nature objects (e.g., shells, rocks, seeds) to examine and compare using all the senses.
Use every day events (e.g., weather, birds gathering at the bird feeder) to
help children learn about nature. Prepare for special visitors or field trips by generating questions beforehand and charting answers after the event. Start an herb garden in pots to compare how the leaves look, smell, feel, and taste.
188 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS B. Scientific Inquiry
B. Scientific Inquiry Related Skills Within The Standards b. Physical Science I. Physical Health D.2. 1. Explores the physical properties and creative use of objects or matter II. Approaches to Learning Children are naturally curious and like to explore their surroundings. Through A.1. simple experiments and play with everyday natural and recycled materials, children begin to learn about the properties of items in their environment. IV. Language, Communication, and Emergent Literacy Examples illustrating this standard include: C.1.a., C.1.b., C.1.c., C.2.a., making gelatin to show that matter changes from a liquid to a solid C.2.b., C.2.c. melting ice to show how solids change to a liquid shaking different items in empty water bottles (rice, macaroni, beans, Teacher Tips cotton, cut straws, pennies, water, sand) and listening to the sounds they Matter is anything that has both make mass and volume (e.g., sand, water, chairs, people). playing with recycled objects and creating new uses for the objects.
Environmental Supportive Instructional Strategies: Considerations Provide an opportunity for children to investigate and describe the taste Provide a variety of everyday (e.g., sweet, salty, bitter) and texture (e.g., salt is grainy, oil is slippery) of natural and recycled materials to materials during cooking projects. help children learn about the Provide opportunities in the science center for children to explore sounds properties of items in their environment. made with various items and containers. Provide a variety of objects for children to sort, group, or classify in meaningful ways based on one or more properties (e.g., hard/soft, heavy/light, wood/plastic, color, size, texture).
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V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
B. Scientific Inquiry Related Skills Within The Standards c. Life Science I. Physical Health D.2. 1. Explores growth and change of living things B. Scientific Inquiry II. Approaches to Learning Four-year-olds understand that they are growing and becoming bigger. They A.1. also understand that other living things, plants and animals, grow and have a life cycle. Experiences with home or classroom pets, indoor plants, or a classroom IV. Language, Communication, garden, as well as with other ages of children and adults are excellent and Emergent Literacy opportunities to compare and discuss how living things change over time. V. COGNITIVE DEV. AND GEN. KNOWLEDGE C.1.a., C.1.b., C.1.c., C.2.a., C.2.b., C.2.c. Examples illustrating this standard include: observing similarities and differences when viewing pictures of themselves, Teacher Tips beginning in infancy Invite a parent in to talk about investigating and comparing a variety of living things to determine their their gardens and/or pets and bring in living examples. needs and how they change over time exploring and comparing a variety of plants to observe and measure how Environmental quickly they grow and change over specific time periods Considerations commenting on the changes they observe as caterpillars grow, change into Expose children to a variety of chrysalises, and emerge as butterflies. materials illustrating how living things change over time, Supportive Instructional Strategies: including books, poetry, pictures, plants, and animals. Provide numerous plants and animals to be housed in the science center of the classroom to allow children to observe of changes over time. Provide opportunities for children to explore and focus on a few specific living things that will allow them to note changes that occur (bring in baby pictures/compare with current pictures; record height and weight of children
and compare to when they were babies; keep mealworms, caterpillars, or other living things in the classroom and observe changes over time; visit a farm to see baby animals and adult animals). Use classroom experiences like reading books and poetry to allow children to communicate their understanding of how living things grow and change.
Create dramatizations of books and poems depicting how livings things grow and change.
190 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS B. Scientific Inquiry
B. Scientific Inquiry Related Skills Within The Standards c. Life Science I. Physical Health D.2. 2. Identifies the characteristics of living things II. Approaches to Learning Studying life science offers personal fulfillment and excitement - benefits that A.1. should be shared by everyone. Exploring living things, what they look like, how they move, and the sounds they make strengthens love of nature and helps IV. Language, Communication, develop a desire to care for nature’s gifts to us. and Emergent Literacy
C.1.a., C.1.b., C.1.c., C.2.a., Examples illustrating this standard include: C.2.b., C.2.c. observing similarities and differences among living things, including plants, animals, and humans (e.g., discussing parts of plants, kinds of insects, Teacher Tips comparing animals with fur and feathers, identifying parts of the human Children are naturally curious body) about the life cycle and would enjoy observing the hatching of investigating and comparing the needs of living things (e.g., discussing a baby chick or the development what plants need to thrive, the different kinds of environments) of a butterfly from a caterpillar. exploring and comparing the effects of sunlight and/or water on plants (e.g., observing plants and the way they grow). Environmental Considerations Supportive Instructional Strategies: Expose children to a variety of materials illustrating how living Grow vegetables or herbs from seeds (e.g., Place a lima bean in a plastic things change over time, sandwich bag with a wet paper towel. Tape the bag on a window or clipped including books, poetry, pictures, across a string and have children observe the bag daily. Observe how the plants, and animals. roots grow down to anchor the plant in the ground and how the stems grow up toward the sun. Have children use a dropper to keep the paper towel
moist.). Observe the life cycle and metamorphosis of animals over time in the classroom (e.g., a caterpillar changes to a butterfly, a tadpole changes to a frog, and a mealworm changes to a beetle). Use pictures or stories that illustrate animals and their babies to discuss
that living things grow and change. Provide opportunities for children to investigate the characteristics of plants and animals in their natural habitat and in the classroom over time, to help children develop respect and a caring attitude toward living things.
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V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
B. Scientific Inquiry Related Skills Within The Standards c. Life Science I. Physical Health D.2. 3. Identifies the five senses and explore functions of each B. Scientific Inquiry II. Approaches to Learning Children enjoy learning through hands-on experiences that involve their senses. A.1. Through engaging opportunities, children begin to identify their five senses (e.g., sight, taste, touch, hearing, smell) and which sense(s) are used for different IV. Language, Communication, tasks. and Emergent Literacy
V. COGNITIVE DEV. AND GEN. KNOWLEDGE C.1.a., C.1.b., C.1.c., C.2.a., Examples illustrating this standard include: C.2.b., C.2.c. tasting a piece of orange and lemon and talking about sweet and sour, understanding that the tongue is the organ involved in taste Teacher Tips with eyes closed, smelling different items to experience the sense of smell Involve grandparents in the (e.g., cinnamon, fresh-cut grass, oranges, lotions, peppermint) classroom by having them come in and share their favorite food or discussing textures felt through the sense of touch (e.g., using playdough, hobby (e.g., knitting). Ask the marbles in water, glue, felt, feathers, sandpaper) (Note: Teachers must children to tell which senses assess the safety of using small objects with each group of students at a would be used to complete the given point during the school year. Small objects could be used in teacher- different tasks. directed small group experiences if deemed unsafe to leave in an Environmental independent-use center.) Considerations making various sounds (e.g., bells, chimes, symbols, blocks, door closing, Provide a variety of objects stomping, whistle) and using the sense of hearing to distinguish differences. within the classroom that will allow children to explore their Supportive Instructional Strategies: five senses. Challenge children to use their senses to complete specific tasks (e.g.,
use sense of sight to locate something pink in the classroom; use sense of smell to show where the scented candle is; use sense of taste to determine your favorite food at lunch; use sense of hearing to know when to clean up; use sense of touch to find a specific toy without looking). Provide a discovery box of various materials that allow children to explore
their five senses (e.g., smelling jars, blindfolds, touch boxes, Braille books).
192 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS B. Scientific Inquiry
B. Scientific Inquiry Related Skills Within The Standards d. Earth and Space I. Physical Health D.2. 1. Explores the outdoor environment and begins to recognize changes II. Approaches to Learning (e.g., weather conditions) in the environment, with teacher support and A.1. multiple experiences over time Children notice changes in the outdoor environment, but teachers can help IV. Language, Communication, support their growing understanding by collecting information about daily and Emergent Literacy changes and involving children through observing, discussing, and C.1.a., C.1.b., C.1.c., C.2.a., hypothesizing on the impact of change. C.2.b., C.2.c. Examples illustrating this standard include: Teacher Tips illustrating various weather conditions while teacher takes dictation Invite a meteorologist to come to describing the children’s illustrations school to talk about the weather. observing cloud formations Environmental comparing a variety of weather conditions (e.g., windy, rainy, cloudy, sunny) Considerations charting the temperature for several days and guessing (predicting) the Include a weather chart in the current temperature classroom to record the weather each day. Supportive Instructional Strategies:
Post a weather chart to record the weather each day (e.g., hot, cold, sunny,
rainy, windy, foggy), using children as helpers in filling out the chart. On a rainy day, collect rainwater in a cup and measure how much rain was collected. Place an outdoor thermometer where it can be easily seen. Record the daily temperature, making a graph over time.
Provide opportunities for children to explore natural energy of sunlight and its connection with living and non-living things. (e.g., Heat is generated by sunlight. Plants need sunlight and water to live. Shadows can affect living things.).
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V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
B. Scientific Inquiry Related Skills Within The Standards d. Earth and Space I. Physical Health D.2. 2. Discovers and explores objects (e.g., rocks, twigs, leaves, seashells) B. Scientific Inquiry II. Approaches to Learning that are naturally found in the environment A.1. Children have unique opportunities to explore objects in the natural environment. Sand, pebbles, rocks, leaves, moss, shells, and other artifacts IV. Language, Communication, provide a context for interesting conversation and comparisons of naturally and Emergent Literacy occurring items. V. COGNITIVE DEV. AND GEN. KNOWLEDGE C.1.a., C.1.b., C.1.c., C.2.a., C.2.b., C.2.c. Examples illustrating this standard include: going on a rock hunt and comparing the sizes, shapes, and weights of the Teacher Tips rocks, as children describe the physical properties (e.g., size, shape, color, List items found on scavenger texture) of the rocks hunt and then sort by type. adding water to sand and discussing how the physical properties change Environmental exploring practical, creative, and real-life ways that objects from nature Considerations (e.g., rocks, sticks, leaves, acorns, pinecones, sand, shells) can be used in Include a variety of objects from daily classroom life. the natural environment in the science center (e.g., rocks, Supportive Instructional Strategies: leaves, sand, shells, pinecones, dirt). During a nature walk, work with the class to collect natural things in the environment (e.g., leaves, rocks, dirt, pinecones, shells). Ask children to compare natural items (e.g., leaves, rocks, dirt, pinecones, shells) and describe how the objects look and how they feel. Hide natural objects in a sandbox or sand table and have children find and
then sort them by specified categories (e.g., smooth/rough, hard/soft, light/ dark).
194 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE
V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS B. Scientific Inquiry
B. Scientific Inquiry Related Skills Within The Standards e. Environmental Awareness I. Physical Health D.2. 1. Demonstrates ongoing environmental awareness and responsibility II. Approaches to Learning (e.g., reduce, reuse, recycle), with teacher support and multiple A.1. experiences over time Four-year-olds are interested in the world around them, including the natural IV. Language, Communication, world. Their curiosity about plants, animals, and the general environment and Emergent Literacy (e.g., water, soil, shells, weather) can be used to introduce children to C.1.a., C.1.b., C.1.c., C.2.a., environmental awareness. C.2.b., C.2.c. Examples illustrating this standard include: Teacher Tips showing an interest in environmental projects like recycling Involve parents in a recycling campaign, bringing awareness to putting trash in the garbage rather than throwing it on the ground children and parents. helping to keep the playground clean as a way to take care of their personal environment. Environmental Considerations Supportive Instructional Strategies: Include a recycling bin in the Discuss conserving energy and water and encourage children to turn off the classroom that children may use to reinforce environmental water while brushing their teeth and to turn off the lights when leaving the awareness. classroom. Explore environmental issues in your own area and your own school. Create environmental projects that may include recycling and gardening. Discuss where garbage goes after it is discarded and invite guest speakers or go on field trips to learn more about recycling and waste management.
Discuss how items are recycled at home. If food is served for snack or meals, help create a compost area and allow the children to place the appropriate food in a container to take to the com- post site. Use the composted soil for the garden or plants in the classroom.
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196 Florida Early Learning and Developmental Standards for Four-Year-Olds
V. COGNITIVE DEVEVOPMENT &
GENERAL KNOWLEDGE
V. COGNITIVE DEVELOPMENT & C. Social Studies
GENERAL KNOWLEDGE C. Social Studies
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198 Florida Early Learning and Developmental Standards for Four-Year-Olds OVERVIEW OF SOCIAL STUDIES STANDARDS
C. Social Studies a. Individual Development and Identity 1. Begins to recognize and appreciate similarities and differences in people 2. Begins to understand family characteristics, roles, and functions 3. Shows awareness and describes some social roles and jobs that people do b. People, Places, and Environments 1. Demonstrates awareness of geographic thinking c. Technology and Our World 1. Shows awareness of technology and its impact on how people live d. Civic Ideals and Practices 1. Demonstrates awareness of group rules (civics)
2. Begins to understand and take on leadership roles V. COGNITIVE DEV. AND GEN. KNOWLEDGE
C. Social Studies
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SOCIAL STUDIES INTRODUCTION
Social studies is the third component of Cognitive Development and General Knowledge and includes four areas in which four-year-olds demonstrate their knowledge: individual development and identity, people, places, and environments, technology and our world, and civic ideals and practices. Children’s experiences in social studies begin from birth, as we are social beings who innately interact with others. In the four-year-old year, children’s social experiences include themselves and their families as well as their classroom community and the local community that they have interactions with (e.g., firefighters, the park, the grocery store).
Individual development and identity, the first area, is demonstrated as children begin to recognize and appreciate similarities and differences in people and understand the roles of the family. Four-year-olds demonstrate knowledge of people, places, and environments, the second area, as they identify attributes of familiar people, understanding family roles and relationships, and develop new ways of examining and noticing places and the environment. Technology and our world, the third area, is demonstrated as children build awareness, learn how to interact with technology, and understand how technology affects life. In the fourth area, civic ideals and practices, group rules are becoming easier to understand and follow, and four-year-olds have a beginning understanding of leadership.
C. Social Studies V. COGNITIVE DEV. AND GEN. KNOWLEDGE
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C. Social Studies Related Skills Within The Standards a. Individual Development and Identity IV. Language, Communication, and Emergent Literacy 1. Begins to recognize and appreciate similarities and differences in C.1.a., C.1.b., C.1.c., C.2.a., people C.2.b. Families and early learning environments are two of the first experiences of V. Cognitive Development and community for young children. Four-year-olds are becoming more aware of General Knowledge similarities and differences among people; they focus mostly on how people are C.a.2. different or the same as themselves.
V. COGNITIVE DEV. AND GEN. KNOWLEDGE Teacher Tips Examples illustrating this standard include: Children will need help in talking dressing in clothing from different cultures in the dress up area after about differences with sensitivity reading a story about that culture and respect. talking to peers about different types of family structures Environmental noticing a child using a walker or wheelchair and asking questions about C. Social Studies Considerations why it is needed Include displays that are at choosing playdough or paint that matches his/her skin color children’s eye level and props showing an interest in stories about children who live in different kinds of that represent different cultures houses or eat different types of food. and ethnicities (e.g., dolls, post- ers, household items, musical instruments and tapes, art work, Supportive Instructional Strategies: and cooking utensils). In the classroom, display photographs of the children and their families as well as children and families from other cultural groups around the world. Incorporate cultural and ethnic activities and materials (e.g., books, clothes, paint, crayons, music, food, papers, and micro-play figures of different
cultures and ethnicities) into the curriculum on a daily basis. Provide people from different cultures in the micro-play materials in the block area. Provide paint and playdough in colors that represent the different skin tones found among peoples of the world.
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C. Social Studies Related Skills Within The Standards a. Individual Development and Identity V. Cognitive Development and General Knowledge 2. Begins to understand family characteristics, roles, and functions C.a.1., C.1.2. Four-year-olds continue to enjoy playing out family roles. They are exploring each person’s role and how they live, the jobs family members have within the Teacher Tips family, and how to get along. Children are encountering diversity when they It is important that all children learn about different characteristics of families and family structures. feel that their families are valued and respected. Examples illustrating this standard include: Environmental assigning family roles to themselves and friends, saying, for example, “I am Considerations the daddy and you are the granddaddy and we are taking the baby to the Include a dramatic play area store” with many props and authentic bringing a family picture to school and talking about their family during a materials that allow children to create and reenact family roles, small group activity with an adult. relationships, routines, and rituals. Supportive Instructional Strategies: Invite a member of the family to share a song, story, or special snack with the class.
Provide opportunities for children to tell stories about their family’s special
occasions (e.g., a birthday celebration for grandma) or a special holiday. Make family trees so children can share who is a part of their family and C. Social Studies what makes their family special. Read stories about different families and their homes, clothing, and jobs.
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C. Social Studies Related Skills Within The Standards a. Individual Development and Identity IV. Language, Communication, and Emergent Literacy 3. Shows awareness and describes some social roles and jobs that people C.1.a., C.1.b., C.1.c., C.2.a., do C.2.b., D.2.a., D.2.b., D.2.c., E.1.a., E.2.a., E.2.b. Children this age are interested in people and how they live. As their life experiences grow and they come into contact with a greater variety of people in V. Cognitive Development and their community, they develop a better understanding of jobs and social roles. General Knowledge They learn what it takes to perform certain jobs, what tools are needed and how B.a.1., C.d.2. jobs are done. Four-year-olds explore jobs (e.g., cooks, storekeepers, crossing V. COGNITIVE DEV. AND GEN. KNOWLEDGE guards, office workers and others) through role-play (dramatic play) and Teacher Tips through stories. Avoid gender stereotypes when . introducing and discussing jobs. Examples illustrating this standard include: Environmental relating play to different jobs (e.g., Using shovels and scoops to “build a C. Social Studies Considerations road” while wearing a hard hat and vest in the sand box, or commenting that Include clothing, props, and “My uncle builds houses, and it is hard work!” after the teacher reads How a books about community helpers House is Built) in the dramatic play area. naming many community workers and knowing their jobs and
responsibilities.
Supportive Instructional Strategies: Take a walk around the community and look for evidence of jobs people have done.
Invite family members to share information and materials from their jobs.
Introduce different jobs through books, special visitors, field trips, and job tools and props.
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C. Social Studies Related Skills Within The Standards b. People, Places, and Environments V. Cognitive Development and General Knowledge 1. Demonstrates awareness of geographic thinking A.e.1.a., A.e.1.b., A.e.2., A.e.3., As with other learning areas, Social Studies is related closely to the four-year- A.e.4. old’s developing social skills. Four-year-olds show that they are increasing their awareness of the location of things they care about in their environment (e.g., Teacher Tips The child may know that the park they enjoy is close to their house but the store Look for ways to include children with special needs in spatial is far away.). This beginning geography skill shows up in play as well as during relation activities. spontaneous and facilitated conversations. . Environmental Examples illustrating this standard include: Considerations looking at simple maps and diagrams (e.g., a picture map of the classroom) Include clothing, props, and commenting on the diagram of how mats are arranged during nap time, books about different community helpers in the dramatic play saying “See, I knew Kendra napped next to me.” area. playing games that give practice in directionality such as Candy Land or Chutes and Ladders (e.g., up, down, forward, back) noticing landmarks within the context of the neighborhood (e.g., noticing that school is close to train tracks while on a nature walk through the neighborhood).
Supportive Instructional Strategies: C. Social Studies Take walking trips around the neighborhood and note geographic features and landmarks.
Make maps of classrooms, playgrounds, and neighborhood stores and
features. Use blocks and dramatic play items to create representations of
V. COGNITIVE DEV. AND GEN. KNOWLEDGE neighborhood features. Take digital photographs of landmarks (natural and manmade) from around the school and neighborhood to use in classroom activities
(e.g., storytelling, bookmaking, props for the block area).
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C. Social Studies Related Skills Within The Standards c. Technology and Our World V. Cognitive Development and General Knowledge 1. Shows awareness of technology and its impact on how people live B.a.1. Technology is more than computers and cell phones. It includes machines and tools that make life easier and help us solve problems. Interacting with Teacher Tips technology means building awareness, learning how to interact with Children should use the Internet technology, and understanding how technology affects our lives. only when directly supervised by an adult. .
Examples illustrating this standard include: V. COGNITIVE DEV. AND GEN. KNOWLEDGE Environmental recording sounds into a tape recorder in the music area and then listening Considerations when the recording is played back Provide technology (e.g., exploring simple drawing programs on a class or home computer computers, small appliances), using a digital camera to take pictures (e.g., of friends, nature, the as well as books about classroom)
technology and dramatic play C. Social Studies props representing technology. understanding how community services impact their daily lives (e.g., “How does food get to the grocery store?” “How is mail delivered?” “Where does trash go after it leaves your home?”).
Supportive Instructional Strategies:
Invite special guests to share how they use technology (e.g., doctors, dentists, cooks, graphic artists). Introduce new technologies (e.g., computer programs) to one or two children at a time to ensure safe and proper use.
Discuss advantages and disadvantages of technology in everyday lives
(stairs versus escalator or elevator, walking versus driving, solar cooking versus conventional ovens, candles versus electricity, fireplaces versus mechanical heating systems). Ask questions during appropriate play activities (e.g., “How does food get to the grocery store?” “How is mail delivered?” “Where does trash go after it
leaves your home?”).
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C. Social Studies Related Skills Within The Standards d. Civic Ideals and Practices I. Physical Health A.8. 1. Demonstrates awareness of group rules (civics) Group rules help to create a safe classroom community where children can Teacher Tips explore and interact without fear of physical or emotional harm. Four-year-olds Discuss rules with families, have a better understanding of what rules are, but still need concrete examples ensuring sensitivity to cultural and gentle adult guidance to follow them. At this age, children enjoy helping to and ethnic differences. create rules for their community; they are more likely to understand and follow Environmental rules when they take part in deciding on those rules. Considerations Post rules with words and Examples illustrating this standard include: pictures. asking permission when appropriate (e.g., leaving the room, performing a job)
listening to others and joining in conversations at appropriate times taking a fair share of snack when allowed to self-serve.
Supportive Instructional Strategies: Provide frequent reminders of rules (e.g., verbal, pictorial, role-play).
Keep rules simple and easy to remember; continually model appropriate
use of rules Suggest class rules during a group discussion and help children understand C. Social Studies why the rules are important. Discuss why rules are important and what would happen if we had no rules (e.g., looking both ways before crossing the street, not running inside, shar-
ing with others).
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C. Social Studies Related Skills Within The Standards d. Civic Ideals and Practices V. Cognitive Development and General Knowledge 2. Begins to understand and take on leadership roles C.a.2., C.a.3. Each child has unique gifts and talents that lend themselves to the development of leadership skills. When appropriate, teachers give opportunities for each child Teacher Tips to be recognized as a leader. The opportunity to be a leader helps four-year- Allowing children to take the olds develop their sense of competence as well as their understanding of social lead in planning and organizing activities adds to self-esteem roles (e.g., at school, the teacher has a great amount of decision-making power, and cognitive ability. while at home, parents typically have most of the decision-making power). V. COGNITIVE DEV. AND GEN. KNOWLEDGE When children are given the chance to lead, they see themselves as Environmental capable and in control. At this age, they are just beginning to understand the Considerations qualities of a leader and need many opportunities to practice their budding Include displays for classroom leadership skills. leadership roles and posters
and pictures depicting C. Social Studies community leaders. Examples illustrating this standard include: assuming a leadership role as a helper in passing out plates, cups, and spoons for snack assisting a friend who is having trouble fastening shoes
pretending to be the conductor of the train in the dramatic play center
stopping the line to wait for a teacher that has stopped to tie a child’s shoe.
Supportive Instructional Strategies: Discuss classroom responsibilities and assign jobs to each child.
Use books to highlight various leadership roles.
Introduce children to community leaders (e.g., police officers, principals, judges) through special visitors and field trips.
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V. COGNITIVE DEVEVOPMENT &
GENERAL KNOWLEDGE D. CreativeD. Expression V. COGNITIVE DEVELOPMENT & Through The Arts
GENERAL KNOWLEDGE D. Creative Expression Through The Arts
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210 Florida Early Learning and Developmental Standards for Four-Year-Olds OVERVIEW OF CREATIVE EXPRESSION THROUGH THE ARTS STANDARDS
D. Creative Expression Through The Arts a. Visual Arts 1. Explores visual arts 2. Creates visual arts to communicate an idea 3. Discusses and responds to the feelings caused by an artwork b. Music 1. Explores music 2. Creates music to communicate an idea 3. Discusses and responds to the feelings caused by music c. Creative Movement and Dance 1. Explores creative movement and dance 2. Creates creative movement and dance to communicate an idea 3. Discusses and responds to the feelings caused by creative movement and dance d. Dramatic Play and Theatre 1. Explores dramatic play and theatre 2. Creates dramatic play and theatre to communicate an idea 3. Discusses and responds to the feelings caused by dramatic play and theatre V. COGNITIVE DEV. AND GEN. KNOWLEDGE D. Creative Expression Through The Arts
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CREATIVE EXPRESSION THROUGH THE ARTS INTRODUCTION
The fourth component, Creative Expression Through The Arts, provides children with opportunities to express ideas and feelings, use words, manipulate tools and media, and solve problems in four areas: visual arts, music, creative movement and dance, and dramatic play and theatre. Through the arts, children learn to express what they know, pursue their own interests and abilities, and appreciate the contributions of others. They begin to understand that others can be creative in different ways and show appreciation for these differences by asking questions and commenting.
The first area, visual arts is demonstrated when children are able to stay involved in creative visual art activities, that allow them to share their understanding and knowledge through visual art media (e.g., paint, clay, markers on paper, watercolor painting, photography). Music, the second area, is demonstrated by recognizing and creating patterns through music. Singing, chanting, and rhyming enhances vocabulary and oral language development. Creative movement and dance, the third area, involves children enjoying dancing and exploring the different ways they can move. This is especially effective as they are refining gross motor skills and can do more and more each day. The fourth area, dramatic play and theatre, focuses on experiences that help children develop fluency of language, movement, originality, elaborations of ideas, vocabulary, imi- tation, and self-expression.
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D. Creative Expression Through The Arts Related Skills Within The Standards a. Visual Arts I. Physical Health D.1., D.2., D.3. 1. Explores visual arts II. Approaches to Learning As their attention span grows, four-year-olds are able to stay involved in creative C.1. art activities for longer periods of time. Four-year-olds experiment enthusiastically with art materials and investigate their ideas through drawing, V. Cognitive Development and painting, sculpture, and design. They exhibit a sense of joy and excitement as General Knowledge they make and share their artwork with others. A.c.1.c., A.c.4.a., A.c.4.b. Examples illustrating this standard include: Teacher Tips experimenting with different materials to see what happens (e.g., painting Children with special needs are with a dry brush, wet brush, stick, or fingers) children first and can enjoy all manipulating clay in different ways (e.g., patting, rolling, dropping, pinching) forms of the arts. touching different textures Environmental tracing and creating patterns Considerations making and combining different shapes, marks, forms, and textures Include a variety of art materials mixing colors. and supplies (e.g., nature items, commercial products, household Supportive Instructional Strategies: objects), as well as adequate space for displaying pictures, Introduce different art materials, tools, and supplies on a regular basis (e.g., clay creations, and block recyclables, string, straws, wire, clay, rollers, buttons, scissors, cotton structures. swabs, cotton balls, aluminum foil, felt, feathers). Ask open-ended questions to stimulate children’s imaginations about the use of materials (e.g., “What happens when you mix two colors?”, “What
else might you paint with?”). Model how to combine basic shapes, lines, and forms to create pictures (e.g., combining a triangle and square to make a house, or an oval and
triangle to make a fish) V. COGNITIVE DEV. AND GEN. KNOWLEDGE Discuss how the use of color can express a mood or feeling in an artwork. D. Creative Expression Through The Arts
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D. Creative Expression Through The Arts Related Skills Within The Standards a. Visual Arts II. Approaches to Learning C.1. 2. Creates visual arts to communicate an idea III. Social and Emotional A rich variety of creative art materials and experiences help hold a four-year- Development old’s interest and allows exploration and discovery using different materials A.a.2. and images to create, present, and reflect upon ideas. Creation is at the heart of their instruction. Children learn to work with various tools, processes, and IV. Language, Communication, and Emergent Literacy media. They learn to coordinate their hands and minds in exploration of the visual world. They learn to make choices that enhance their communication of C.2.a., E.1.a., G.1.a. ideas. Their natural inquisitiveness is promoted and they learn the value of V. Cognitive Development and perseverance. General Knowledge C.a.2., Dd.b.3., D.c.3., D.d.3. Examples illustrating this standard include: building a large structure from different sized boxes, painting it with rollers Teacher Tips and brushes, and describing it to the teacher (e.g., castle, clubhouse, Children are usually happy when grandparents’ house) creating art, and it is good for the creating an artwork to express an emotion (e.g., happy, sad, scared, angry) heart, soul and the body. smearing orange paint around and around on a large cookie tray and calling
Environmental it a pumpkin Considerations using collage materials to create an idea for a climber they wish was on the Provide a variety of materials playground. in the classroom for children to use to create a product to Supportive Instructional Strategies: communicate an idea (e.g., Read a story to the children and have them draw a portrait of the main paint, brushes, different sized boxes, rollers, collage materials). character. Play music and have students create a two-dimensional artwork that describes what they heard.
Have children depict their favorite part of a story using a variety of materials V. COGNITIVE DEV. AND GEN. KNOWLEDGE provided for them. D. Creative Expression Through The Arts
Talk with children about the art-making process (e.g., What did they like best and why? How did they make a pattern? A color? What would happen if they had chosen a different material?).
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D. Creative Expression Through The Arts Related Skills Within The Standards a. Visual Arts I. Physical Health D.2. 3. Discusses and responds to the feelings caused by an artwork II. Approaches to Learning As four-year-olds gain more experience working in the visual arts, they are able A.1., C.1. to discuss artworks with friends and teachers. This may include works by famous artists or classmates, or art in the local community. The child becomes III. Social and Emotional better able to express in words how an artwork feels, the design qualities, or Development type of artwork. A.b.2. IV. Language, Communication, Examples illustrating this standard include: and Emergent Literacy talking about their work with their classmates G.1.a., G.1.b., G.2.a., G.2.b. responding to prompts and questions by the teacher V. Cognitive Development and talking about another child’s art product in a positive manner and asking General Knowledge questions about how they made it discussing how working with art materials makes them feel. D.b.1., D.b.2., D.c.1., D.c.2.
Supportive Instructional Strategies: Teacher Tips Ask children questions about what they see in an artwork or picture. Visual art is a wonderful way for children to express their thoughts Show and discuss with children a picture of an object, a model of an object, and feelings. and the actual object to help them relate pictures and photographs to real places and things. Environmental Showcase children’s artwork in a manner that reinforces the context in Considerations which it was created (e.g., if they drew pictures of characters in a book, Provide display space to also display the book). introduce and examine artistic creations and events, including Have children write or dictate what is happening in their artwork (e.g., children’s creations. describe the action, mood, image, or idea).
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D. Creative Expression Through The Arts Related Skills Within The Standards b. Music II. Approaches to Learning C.1. 1. Explores music V. Cognitive Development and Music can set the tone for all activities and enrich children’s learning General Knowledge experiences. Making and responding to music contributes to learning across A.c.1.c. many domains. Four-year-olds can recognize and create patterns through music. Singing, chanting, and rhyming enhances vocabulary and oral
Teacher Tips language development. Music can be soothing or stimulating and can be used Temperament and individual in group experiences as well as independent explorations. differences affect children’s levels of participation and Examples illustrating this standard include: response to musical activities. playing various instruments and discovering the different types of sounds that each instrument can make Environmental Considerations using the voice as an instrument Include a variety of musical discovering the different types of sounds that found objects can make instruments, recordings, and distinguishing the difference between loud, soft, high-pitched and low- music props. pitched sounds making sounds at different rates of speed (tempos) (e.g., fast, slow).
Supportive Instructional Strategies: Introduce many types of music (e.g., jazz, hip hop, folk, classical, reggae) through recordings, instruments, and special visitors; ask children to move to different tempos and styles of music.
Introduce music as a way to portray characters within a story, play, or
movie. (e.g., assign a different sound to each character). Take a nature walk outside the classroom to find possible objects to use as instruments (e.g., scrap wood, heavy sticks, broken branch with leaves, gourds, large seed pods, pebbles, stones). Invite local musicians, perhaps parents, to share their music and
instruments with the children.
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D. Creative Expression Through The Arts Related Skills Within The Standards b. Music I. Physical Health C.1., C.2. 2. Creates music to communicate an idea II. Approaches to Learning After exploring qualities of musical instruments (including voice), children are A.1. better able to create their own music to share an idea, an emotion, or a story. Children may work independently or with classmates to create music. They III. Social and Emotional may choose particular instruments or styles of music to communicate a Development particular idea. A.a.2., A.b.3. IV. Language, Communication, Examples illustrating this standard include: and Emergent Literacy making musical sounds with instruments with a classroom visitor who plays A.1.a., B.1.a. a guitar and sings songs V. Cognitive Development and singing independently, in rhythm, while maintaining a steady tempo, with General Knowledge teacher support and multiple experiences over time singing expressively with appropriate meaning and feeling D.a.3., D.c.3., D.d.3. singing from memory a varied repertoire of songs representing rhyme and styles from diverse cultures. Teacher Tips Music is an exciting way to pro- mote speech development, pro- Supportive Instructional Strategies: vide organization for cognitive Use music that requires group singing, movement, and cooperation to help and physical development, and children feel part of the class. provide a learning environment Set up a music center with instruments to create melodies (e.g., keyboard, for socialization and leisure inter- xylophone, bells) and encourage children to create their own songs. actions. Have children replace a word or phrase in a song with something they come Environmental up with (e.g., “Row, row, row your boat….” can become “fly, fly, fly your Considerations kite….” or “drive, drive, drive your car….”). Include a variety of musical Invite a child with a hearing impairment to put a hand on the audio speaker instruments, recordings, and to feel the beat of the music. V. COGNITIVE DEV. AND GEN. KNOWLEDGE music props in the classroom. D. Creative Expression Through The Arts
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D. Creative Expression Through The Arts Related Skills Within The Standards b. Music I. Physical Health C.1., C.2. 3. Discusses and responds to the feelings caused by music II. Approaches to Learning Through experiences with music, children become better able to talk about A.1. various elements of music (e.g., styles (genres) of music, types of instruments, voice). They become familiar with various styles of music, including their III. Social and Emotional favorites. Children become more experienced at expressing how particular Development music makes them feel, including music by famous artists, themselves, A.a.2. classmates, or others from the local community. V. Cognitive Development and General Knowledge Examples illustrating this standard include: D.a.1., D.a.2., D.c.1., D.c.2., listening and responding to music from another culture during a large D.d.1., D.d.2. group activity discussing their favorite instrument and why they like it Teacher Tips comparing and contrasting different instruments and songs Invite a musician in to play a describing the background songs they hear in a cartoon or movie and how it variety of types of music on his/ makes them feel or adds to the story. her instrument and discuss with the class. Supportive Instructional Strategies: Environmental Encourage discussion about musical experience (e.g., animal sounds, Considerations sounds in nature, songs they know). Include a variety of musical After watching a short, appropriate movie, discuss with children their instruments, recordings, and favorite character in the story and important musical elements (e.g., How music props in the classroom. did you know, through the music, that a character was entering the story?
or, How did you know, from listening to the music, if the end was going to be good or bad for the characters?). Encourage children to talk about and describe the instruments they made from objects found during a nature walk and what types of sound each can make (e.g., soft, loud, rattling, sharp).
Give children crayons and paper and invite them to draw what they hear as music is played.
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D. Creative Expression Through The Arts Related Skills Within The Standards c. Creative Movement and Dance II. Approaches to Learning C.1. 1. Explores creative movement and dance IV. Language, Communication, Using their body to express themselves and respond to music is satisfying and and Emergent Literacy engaging for four-year-olds. They enjoy dancing and exploring the different F.4.a., F.4.b. ways they can move. This is especially effective as they are refining gross motor skills and can do more and more each day.
Teacher Tips Children with special needs can Examples illustrating this standard include: enjoy movement, dance, and imitating animal movements drama. Material adaptations or galloping, twirling, and performing imaginative movements in response to extra time for activities may help music them participate fully. dancing and moving in front of a mirror Environmental dancing to different kinds of music (e.g., jazz, rock, blues, reggae, country, Considerations classical, folk) Include sufficient space indoors exploring and demonstrating different postures. and outdoors for dance, drama, and movement activities, as well Supportive Instructional Strategies: as a variety of music with different tempos and styles, Show children how they can make big movements like arm circles or small along with creative props (e.g., movements like shoulder shrugs; demonstrate to children that they can scarves, costumes). move at different levels in space (e.g., low to the ground, up high as if they are reaching for the sky, or in the middle). Have children isolate movements to a specific body part (e.g., make circles
with their wrists, move their heads slowly from side to side, move just their hips) and get creative thinking about other body parts (e.g., opening and closing their mouths, flexing or pointing their feet, or wiggling their fingers). Help children listen for the beat of the music and count out different
movements. V. COGNITIVE DEV. AND GEN. KNOWLEDGE
D. Creative Expression Through The Arts Have children move to different areas in the room using specific ways to
travel (e.g., hop to the door, crawl to the group time rug, skip to the gate).
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D. Creative Expression Through The Arts Related Skills Within The Standards c. Creative Movement and Dance I. Physical Health C.1., C.2. 2. Creates creative movement and dance to communicate an idea III. Social and Emotional Creative movement and dance can be a terrific way for children to Development communicate their ideas and feelings. Through experimentation, modeling, and B.a.1. experience, children become skilled at many movements that can be used to create specific dances. Teachers should model movements and ideas through IV. Language, Communication, and Emergent Literacy actions and by adding vocabulary to maximize each child’s experience.
E.1.a., F.1.a. Examples illustrating this standard include: V. Cognitive Development and using scarves, fabric, and ribbons to make up creative movements to General Knowledge different paced music D.a.2., D.b.2., D.d.2. demonstrating and combining basic movements (e.g., walking, running, hopping, jumping, leaping, galloping, sliding, and skipping) with directional Teacher Tips movements (e.g., traveling forward, backward, sideward, and diagonally; Creative movement/dancing are turning) physically, emotionally and demonstrating movements in straight and curved pathways socially stimulating for children. demonstrating accuracy in moving to a musical beat and responding to
Environmental changes in tempo (speed) Considerations sequencing a dance phrase to have a beginning, middle, and end of Include sufficient space indoors consecutive movements (e.g., two hops to start, a shoulder shrug in the and outdoors for dance, drama, middle, and one twirl to end). and movement activities, as well as a variety of music with Supportive Instructional Strategies: different tempos and styles along with creative props (e.g., Invite children to imitate the movement of animals, insects, and/or reptiles scarves, costumes). (e.g., wiggle, slither, stretch, fly, move slowly or move quickly, stretch, crouch, sway, run, hop, jump). Show children how to combine different movements to create a sequence or dance phrase (e.g., two steps forward, one turn, two hops) or make up
movements through improvisation. Explain and show that dance can communicate an idea or story by having the children create a movement to describe how a character may feel at the beginning, middle, and end of a favorite book. Invite children to create movements that depict the growth of a seed into a
flower, taking time needed to demonstrate this life cycle (e.g., seed under the soil, is watered, feels sunshine, begins to grow, grows taller, blooms).
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D. Creative Expression Through The Arts Related Skills Within The Standards c. Creative Movement and Dance I. Physical Health C.2. 3. Discusses and responds to the feelings caused by creative movement II. Approaches to Learning and dance A.1., C.1. As children gain more experience with creative movement and dance, they become more skilled at trying different movement and dance elements. They III. Social and Emotional can begin to recognize others’ dance and creative movement skills as well. Development Teachers should expose children to various movement and dance opportunities A.a.2., B.a.1. in the classroom, as well as through dance opportunities in the local community IV. Language, Communication, or online (e.g., going to the ballet, inviting a children’s dance troupe to come and Emergent Literacy perform, watching a video of a famous tap dancer). With experience, children B.1., D.2., E.1.a. can verbally express how a dancer’s movements make them feel, how various V. Cognitive Development and styles are different, and how certain types of music may evoke certain styles of General Knowledge movement.
D.a.3., D.b.3., D.d.3. Examples illustrating this standard include: observing and discussing how dance is similar and different from other Teacher Tips forms of human movement like sports or everyday gestures Have a volunteer come in to the classroom to teach a dance actively participating in a discussion about their feelings and reactions to a lesson (e.g., ballet, modern, dance or how they feel when they dance hip-hop, jazz, tap). presenting their own dances or movements to peers and discussing their meanings Environmental observing and accurately describing and identifying the action or Considerations movement (e.g., hop, jump, skip, gallop) and movement elements (e.g., Include sufficient space indoors and outdoors for dance, drama, levels, directions). and movement activities, as well as a variety of music with Supportive Instructional Strategies: different tempos and styles, Talk with children about their animal-inspired movements (e.g., How does a V. COGNITIVE DEV. AND GEN. KNOWLEDGE along with creative props monkey move? How does an elephant move? How does an eagle move? D. Creative Expression Through The Arts (e.g., scarves, costumes). How do humans move differently?). Ask children to move to different tempos and styles of music, then ask them how they feel after they have moved.
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V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
D. Creative Expression Through The Arts Related Skills Within The Standards d. Dramatic Play and Theatre I. Physical Health C.2. 1. Explores dramatic play and theatre II. Approaches to Learning Four-year-olds explore dramatic play and theatre, indoors and outdoors, in A.1., C.1. engaging environments. Dramatic play and Theatre can include story enactment, imagination journeys, and theatre games. For children beginning to III. Social and Emotional explore, a variety of child-size props (e.g., costumes), puppets, and micro-play Development toys (e.g., cars, people, and animals from the block area) are needed. The A.a.1., A.b.1. emphasis in dramatic play is on process rather than product. IV. Language, Communication, and Emergent Literacy Examples illustrating this standard include: B.1.a., C.2.a., C.2.b. using different voices (sound effects), movements, facial expressions, and V. Cognitive Development and materials to portray characters and story events General Knowledge playing with toys in the toy area and acting out the traditional roles according to the toys (e.g., truck driver, police officer, surgeon, farmer, D.a.1., D.b.1., D.c.1. doctor) or using the toys to come up with unique roles pretending to be animals or role-playing about friendship, family, or daily Teacher Tips activities Dramatic play gives children opportunities to express feelings creating costumes for a character in a story or for a person in a specific and learn to solve conflicts. career identifying a story’s beginning, middle, and end. Environmental Considerations Supportive Instructional Strategies: Provide materials in the class- Provide creative and spontaneous play opportunities by having simple, room that will facilitate dramatic play (e.g., old clothes, large inexpensive materials on hand (e.g., old clothes, large pieces of fabric, old pieces of fabric, old household household items, a microphone, various sizes of cardboard boxes and items, costumes, puppets). recyclables). Explain that role-play is pretending to be someone else; model for children how to become a character in a role-play (e.g., voice, facial expressions,
props, costumes). Introduce different types of puppets (e.g., finger, string, spoon, sock, shadow, paper bag, marionettes) and have the children create their own puppet characters. Present different community helpers and professions of interest to four-
year-olds. Explore the concepts of work and growing up (jobs or careers) and have them role-play.
D. Creative Expression Through The Arts 222 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
D. Creative Expression Through The Arts Related Skills Within The Standards d. Dramatic Play and Theatre I. Physical Health C.2. 2. Creates dramatic play and theatre to communicate an idea II. Approaches to Learning Dramatic play and theatre experiences help children develop fluency of A.1., C.1. language, movement, originality, elaborations of ideas, vocabulary, imitation, and self-expression. Through experience independently and with friends, III. Social and Emotional children become skilled at taking on various roles and enacting a story. Their Development stories may be replications of books (e.g., The Three Billy Goats Gruff), their B.a.1. own experiences (e.g., reenacting a trip on an airplane), or their imagination. IV. Language, Communication, and Emergent Literacy Examples illustrating this standard include: E.1.a., F.1.a. creating a story that uses reality and/or fantasy V. Cognitive Development and expressing thoughts and feelings about a family member, friend, or General Knowledge character in a story or rhyme working with other children to establish play spaces for classroom D.a.2., D.b.2., D.c.2. dramatizations; selecting and safely organizing available materials that suggest scenery, props, lighting, sound, costumes, and makeup Teacher Tips creating puppets or masks to portray a character or feeling for a puppet Dramatic play gives children the setting necessary to explore and show discover their individuality. demonstrating variation in movement, vocal pitch, tempo, and tone for different characters. Environmental Considerations Supportive Instructional Strategies: Provide materials in the Read familiar stories or rhymes and have children develop a voice for their classroom that will facilitate dramatic play (e.g., old clothes, favorite character, dramatize a section of the story, or provide children the large pieces of fabric, old option to extend the story with a surprise moment or ending. household items, costumes, Use a story or rhyme to create, plan, and produce a puppet show in which puppets). children can have individual roles or share roles; document the puppet V. COGNITIVE DEV. AND GEN. KNOWLEDGE show (e.g., videotape or photos). D. Creative Expression Through The Arts
Talk with children about what makes them feel happy, sad, scared, and angry; ask them to create a puppet show about their feelings. Lead children in developing an impromptu story by starting with “Once upon a time…” and passing a talking stick around for each child’s turn to contribute to the story.
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V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS
D. Creative Expression Through The Arts Related Skills Within The Standards d. Dramatic Play and Theatre I. Physical Health C.2. 3. Discusses and responds to the feelings caused by dramatic play and II. Approaches to Learning theatre A.1., C.1. The classroom should provide rich opportunities and time for children’s involvement in dramatic play and theatre. Through experience, children III. Social and Emotional become skilled at taking on roles personally and with props (e.g., puppets, Development marionettes, flannel board characters, block area props). Teachers should plan B.a.1. for opportunities outside of the classroom, including the local community and IV. Language, Communication, online (e.g., taking a field trip to a local child-appropriate theatre production, and Emergent Literacy inviting a puppeteer to the classroom, viewing another class’ rendition of The E.1.a., F.1.a. Three Little Pigs). With experience and modeling by the teacher, children can V. Cognitive Development and express how a story makes them feel or how various styles of theatre and General Knowledge role-play are different.
D.a.3., D.b.3., D.c.3. Examples illustrating this standard include: using imagination to describe characters, puppets, and their relationships, Teacher Tips Include opportunities for sharing circumstances, and environments work from a variety of cultures expressing feelings about a character, costume, or story and ethnicities. sharing feelings after participating in pantomime, role-playing, and/or tableaux Environmental Considerations expressing thoughts and feelings about sound effects Provide materials in the class- room that will facilitate dramatic discussing the reason for selecting a particular movement, gesture, voice, play (e.g., old clothes, large or sound effect. pieces of fabric, old household items, costumes, puppets). Supportive Instructional Strategies: Have children talk about their puppet (e.g., What story would you like your puppet to tell? What does you puppet like to do?) and, after role-playing,
ask children what they liked best about creating a puppet and puppet show. Discuss with children how different events cause different emotions and responses when doing mime or role-playing; ask open-ended questions (e.g., What was it like to be a mime? What did you like about it? What did you find difficult? Did you find it hard not to talk?).
After a role-playing activity, ask children what they learned about conflict and about friendship. Discuss with children how the process of tableaux reveals what happened in the story (e.g., beginning, middle, and end).
D. Creative Expression Through The Arts 224 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE GLOSSARY analyze - to study and think of solutions for mathematical problems (e.g., The teacher asks a child to tell how many bears there are all together. The child counts the three green bears and the two red bears and discovers there are five bears.). cardinal number - a number used to express quantity but not order. center - area within the classroom arranged so that children are able to participate in a variety of related learning experiences (e.g., an art center, a reading center, a science center, a block center, a dramatic play center, or a writing center). circle - a round two-dimensional figure that resembles a ring. civic ideals - the rights and responsibilities of citizens of a democracy. civics - the study of rights and duties of citizenship. comparative terminology - statements children make comparing two items as the same or different that eventually help them draw conclusions (e.g., A child holds two sticks up and says, “This stick is long and this stick is short.” Eventually the child would say, “This stick is longer than that stick.”). cone - a solid figure or body having a circular base and tapering to a point. content - information contained in a story or lesson. creative movement - moving in a new and/or unusual way that isn’t directed by the teacher (e.g., a child dances to music played by the teacher). cube - a three-dimensional solid figure with six equal square faces and right angles. culture - the customary beliefs, social forms, and material traits of a racial, religious, or social group. cylinder - a solid with circular ends and straight sides. dance - moving in a choreographed way or way that is directed by the genre of music (e.g., line dancing, ballet, hip hop). V. COGNITIVE DEV. AND GEN. KNOWLEDGE dance phrase - a repeated sequence in a dance (e.g., shoulder shrug, two hops, clap), similar to a pattern unit. discovery - engaging students in deep learning that promotes exploration, problem solving, creativity, and student engagement. diversity - the inclusion of different people (as people of different races or cultures) in a group or organization. dramatic play - expressive and spontaneous play. emerging - initial stages of a developing skill. environment - the circumstances, objects, or conditions by which one interacts with and is surrounded. environmental awareness - an understanding of the environment and surroundings. equivalent - equal (e.g., a square has four equivalent sides).
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COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE GLOSSARY (continued)
exploration - the act of studying something new to better understand it. expressive language - the ability to communicate with words; refers to what a child says, not how it is said. geographic thinking - observing and interacting with geography and making geographic decisions based on those encounters. geography - the study of the Earth and the human and physical phenomena that can be classified into five areas: location, place, human-environment interaction, movement, and region. gross motor - abilities using the large muscles of the arms, legs, and torso (e.g., walking, running, jumping, pedaling, throwing, and dancing). initiate - to begin something, taking the first step. inquiry - processes of science (e.g., observe, sort, classify, describe, and communicate). investigating - observing or inquiring in detail. investigation - systematic examination. interpersonal skills - the ability to get along with others. life science - the study of living organisms music - sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony. numeral - a symbol or set of symbols used to represent a number (e.g., the number five is represented by the symbol or numeral 5). observing - regarding attentively or watching. one-to-one correspondence - pairing or matching objects in a one-to-one relationship (e.g., giving one apple to each child at snack time). oral language - spoken language. ordinal - showing the relative position in a sequence of numbers (e.g., first, second, third). orientation - the position of a shape or figure (e.g., on top of, below, behind, in front of). oval - a two-dimensional egg-shaped figure; an elongated ring. pantomime - using gestures and facial expressions to tell a story, or role-play without speaking (e.g., pouting, smiling, or pretending to fly).
pattern - a repeating series of units. pattern unit - the portion of a pattern that is repeated (e.g., in a red, blue, red, blue, red, blue pattern, the pattern unit is red, blue). physical science - science of non-living things in the physical world around us.
226 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEV. AND GEN. KNOWLEDGE COGNITIVE DEVELOPMENT AND GENERAL
KNOWLEDGE GLOSSARY (continued) planning - the process of mental preparation and problem-solving in order to accomplish an act (e.g., a child tells the teacher what he/she will do during center time). prediction - an idea (opinion) stated about what may happen in the future (e.g., a child may predict that the caterpillar will turn into a butterfly). rectangle - a two-dimensional figure with two sets of parallel lines and four right angles. relative position from different perspectives - concept of the same object being in different positions based on the observer’s point of view (e.g., an upside down triangle and a right side up triangle are the same object but in different positions). rhombus - A four-sided shape where all sides have equal length, opposite sides are parallel, opposite acute angles are equal, and opposite obtuse angles are equal. rhyme - a match between the sounds of two or more words or word endings (e.g., spoon, moon). scaffold - to model and provide appropriate support to help a child acquire a skill or knowledge (e.g., giving clues, asking questions, and providing verbal prompts). seriation - arrangement in rows or a series by an attribute. set - a group of objects. skills - the ability to use knowledge effectively and readily in performance, the ability to transform knowledge into action. spatial sense - the ability to build and manipulate mental representations of two- and three-dimensional objects and ideas. sphere - a three-dimensional figure with a round body (e.g., a ball, marble, or globe). square - a two-dimensional figure with four equal sides and four right angles. symmetry - the property of having exactly similar parts on both sides of a central dividing line; the correspondence in the position of pairs of points of a geometric object that are V. COGNITIVE DEV. AND GEN. KNOWLEDGE equally positioned about a point, line, or plane that divides the object. tableaux - a scene presented on stage. trapezoid - a four-sided shape with one pair of opposite sides parallel. triangle - a two-dimensional figure with three sides and three angles. unit - what something is measured something by (e.g., centimeter [cm], foot [ft], inch [in], yard [yd]).
visual arts - artwork, such as painting, photography, or sculpture.
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228 Florida Early Learning and Developmental Standards for Four-Year-Olds
APPENDICES
APPENDICES
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230 Florida Early Learning and Developmental Standards for Four-Year-Olds Appendix A: Centers for Disease Control and Prevention (CDC) Clinical Growth Charts
Florida Early Learning and Developmental Standards for Four-Year-Olds 231
Appendix A: Centers for Disease Control and Prevention (CDC) Clinical Growth Charts (continued)
232 Florida Early Learning and Developmental Standards for Four-Year-Olds Appendix B: Centers for Disease Control and Prevention (CDC) Body Mass Index Charts
Florida Early Learning and Developmental Standards for Four-Year-Olds 233
Appendix B: Centers for Disease Control and Prevention (CDC) Body Mass Index Charts (continued)
234 Florida Early Learning and Developmental Standards for Four-Year-Olds Appendix C: American Academy of Pediatrics (AAP) Recommendations for Preventive Pediatric Health Care
Florida Early Learning and Developmental Standards for Four-Year-Olds 235
Appendix D: U.S. Department of Agriculture (USDA) Food Plate
The website features practical information and tips to help Americans build healthier diets. It also features selected messages to help consumers focus on key behaviors. Selected messages include the following: Enjoy your food, but eat less. Avoid oversized portions. Make half your plate fruits and vegetables. Switch to fat-free or low-fat (1%) milk. Make at least half your grains whole grains. Compare sodium in foods like soup, bread, and frozen meals—and choose foods with lower numbers. Drink water instead of sugary drinks.
236 Florida Early Learning and Developmental Standards for Four-Year-Olds
GLOSSARY GLOSSARY
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238 Florida Early Learning and Developmental Standards for Four-Year-Olds GLOSSARY academic language - language used in the classroom setting (e.g., “line leader”, “center time”, “circle time”). affective - related to factors such as emotional regulation, child motivation, attitudes, perceptions, and values. age-appropriate grammar - oral formation of sentences with some errors, but an understanding of some grammatical rules (e.g., “She runned across the playground.”). alphabetic knowledge - the understanding that words are composed of letters; the understanding that letters and letter combinations represent individual phonemes in words and written language (e.g., a child says the letters in some words, a child tells a teacher or a friend the letters in his/her name). analyze - to study and think of solutions for mathematical problems (e.g., The teacher asks a child to tell how many bears there are all together. The child counts the three green bears and the two red bears and discovers there are five bears.). articulation - the correct pronunciation of one or more sounds within a word (e.g., a child says “ellow” for the word yellow or “ish” for the word fish). auditory (hearing) screening - evaluations that are conducted to determine how well a child can hear. autonomy - independence. blend - to combine sounds rapidly in order to accurately represent a word. blends - combinations of two letter sounds to make one sound (e.g., /bl/ as in “blocks”; /st/ as in “street”). bully - child who repeatedly commits negative acts with a conscious intent to hurt another child. bullying - repeated negative act(s) committed by one or more children with a conscious intent to hurt another child. These negative acts can be verbal (e.g., making threats, name -calling), psychological (e.g., excluding children, spreading rumors), or physical (e.g., hitting, pushing, taking a child's possessions). bystander - anyone, other than the bully and victim, who is present during a bullying incident. cardinal number - a number used to express quantity but not order. center - area within the classroom arranged so that children are able to participate in a variety of related learning experiences (e.g., an art center, a reading center, a science center, a block center, a dramatic play center, or a writing center). circle - a round two-dimensional figure that resembles a ring. civic ideals - the rights and responsibilities of citizens of a democracy. civics - the study of rights and duties of citizenship.
Florida Early Learning and Developmental Standards for Four-Year-Olds 239
GLOSSARY (continued) comparative terminology - statements children make comparing two items as the same or different that eventually help them draw conclusions (e.g., A child holds two sticks up and says, “This stick is long and this stick is short.” Eventually the child would say, “This stick is longer than that stick.”). complex sentence - a sentence that includes at least one independent clause and at least one dependent clause (a part of a sentence that has a subject and predicate but cannot stand on its own as a separate sentence). In the sentence, “After the children went out to the playground, the teacher put the snacks on the tables, “the first phrase is a dependent clause. comprehension - understanding what one has heard or what one has read (e.g., a child is able to answer questions or make comments about a story that someone has read aloud to them). cone - a solid figure or body having a circular base and tapering to a point. content - information contained in a story or lesson. creative movement - moving in a new and/or unusual way that isn’t directed by the teacher (e.g., a child dances to music played by the teacher). creativity - individuality expressed by creating something new or original (e.g., creating a new representation of a flower). cube - a three-dimensional solid figure with six equal square faces and right angles. culture - the customary beliefs, social forms, and material traits of a racial, religious, or social group. curiosity - a strong interest in learning about something; children demonstrate curiosity when they ask questions about or show interest in activities within the classroom and the world around them (e.g., a child asks questions about new materials in the art center or a bug discovered on the playground). cylinder - a solid with circular ends and straight sides. dance - moving in a choreographed way or way that is directed by the genre of music (e.g., line dancing, ballet, hip hop). dance phrase - a repeated sequence in a dance (e.g., shoulder shrug, two hops, clap), similar to a pattern unit. digraph - two separate sounds joined together to create a new sound (e.g., /sh/ shoes; /ch/ chair). disciplinary words - words used to describe content areas (e.g., science, social studies, math, and literacy). discovery - engaging students in deep learning that promotes exploration, problem solving, creativity, and student engagement. diversity - the inclusion of different people (as people of different races or cultures) in a group or organization.
240 Florida Early Learning and Developmental Standards for Four-Year-Olds GLOSSARY (continued) dramatic play - expressive and spontaneous play. eagerness - energy and excitement about learning; wanting to learn (e.g., a child desires to participate in an activity). emergent literacy - the range of a child’s developmental skills, knowledge, and attitudes (beginning at birth), that combine with a variety of experiences related to written language; these experiences produce behaviors that change over time and result in conventional literacy during middle childhood. emergent reading - reading-related experiences and actions that occur before a child reaches the conventional literacy stage in middle childhood (e.g., a child shows interest in being read to and told what written words mean and develops an understanding of how to use books and other printed materials appropriately). emergent writing - writing-related experiences and actions that occur before a child reaches the conventional literacy stage in middle childhood (e.g., a child draws pictures or symbols to represent words). emerging - initial stages of a developing skill. emotional readiness - the ability to understand and express one’s own feelings, understand the feelings of others, cooperate with peers/adults, and resolve conflicts. empathy - understanding of another’s feelings. environment – the circumstances, objects, or conditions by which one interacts with and is surrounded. environmental awareness - an understanding of the environment and surroundings. equivalent - equal (e.g., a square has four equivalent sides). expansion question - question asked in order to extend the thought process of the student (e.g., “what do you think will happen next?”). exploration - the act of studying something new to better understand it. expressive language - the ability to communicate with words; refers to what a child says, not how it is said. eye-hand coordination - the ability to coordinate movements between the eye and hand to complete a task (e.g., hitting a softball or catching a bean bag). fine motor - abilities using the small muscles of the hands (e.g., grasping toys, picking up or holding food, connecting links, lacing, drawing, crushing paper, cutting with scissors, holding a writing utensil). functional language - vocabulary used to communicate the description of, use of, and/or directions pertaining to an item or task (e.g., same/different). geographic thinking - observing and interacting with geography and making geographic decisions based on those encounters. geography - the study of the Earth and the human and physical phenomena that can be classified into five areas: location, place, human-environment interaction, movement, and region.
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GLOSSARY (continued) gross motor - abilities using the large muscles of the arms, legs, and torso (e.g., walking, running, jumping, pedaling, throwing, and dancing). health and wellness - understanding that regularly participating in physical activity, eating nutritious foods, and maintaining good hygiene promote good health and well- being (e.g., a child chooses to eat fruits or vegetables because they are healthy foods, participates in games that involve movement, or washes his/her hands before lunch to remove dirt and germs). health care providers - one’s main physician and dentist, as well as other specialists who provide annual checkups and needed medical care. height and weight assessments - evaluations to measure child’s height and weight to determine whether they are within normal (healthy) limits. initiate - to begin something, taking the first step. initiation skills - socially acceptable ways to enter a group that is already engaged, such as mentioning a common interest (e.g., “I like cars too. Can I play race track with you?”). inquiry - processes of science (e.g., observe, sort, classify, describe, and communicate). interpersonal skills - the ability to get along with others. intonation - the normal rise and fall in pitch that occurs as people speak. Changes in intonation typically occur when certain words are stressed or at the end of sentences (e.g., the upswing when a question is being asked, or the drop that marks the end of a complete sentence or thought). investigating - observing or inquiring in detail. investigation - systematic examination. language of school - the vocabulary, sentence structure, and content of language that is a key part of the educational experience. life science - the study of living organisms life/adaptive - age-appropriate skills and behaviors necessary for children to move comfortably in a variety of social settings and to function safely and appropriately in daily life. literacy - the ability to read and write. manner words - words used to express appreciation, gratitude, or notice of an error (e.g., please, thank you, excuse me). music - sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony. numeral - a symbol or set of symbols used to represent a number (e.g., the number five is represented by the symbol or numeral 5). nutrition - the process of absorbing nutrients from food and processing them in the body in order to stay healthy or to grow.
242 Florida Early Learning and Developmental Standards for Four-Year-Olds GLOSSARY (continued) nutritious - containing the nutrients that are necessary for life and growth (e.g., raw fruits and vegetables are nutritious foods). observing - regarding attentively or watching. one-to-one correspondence - pairing or matching objects in a one-to-one relationship (e.g., giving one apple to each child at snack time). onset - first sound(s) before the rime (vowel sound to the end of the word) (e.g., In the word dog, the onset is /d/ and the rime is “og”.). oral health - overall health of mouth, free of disease, defect, or pain. This translates to much healthy teeth. oral hygiene - keeping the mouth, tongue, teeth, and gums clean (e.g., brushing and flossing daily). oral language - spoken language. ordinal - showing the relative position in a sequence of numbers (e.g., first, second, third). organizational language - vocabulary used to communicate placement of an item and or provides direction towards an item (e.g., in front of, behind, next to, opposite, below). orientation - the position of a shape or figure (e.g., on top of, below, behind, in front of). oval - a two-dimensional egg-shaped figure; an elongated ring. pantomime - using gestures and facial expressions to tell a story, or role-play without speaking (e.g., pouting, smiling, or pretending to fly). pattern - a repeating series of units. pattern unit - the portion of a pattern that is repeated (e.g., in a red, blue, red, blue, red, blue pattern, the pattern unit is red, blue). persistence - the patience and endurance to finish a task (e.g., a child works at completing a puzzle until all of the pieces are correctly placed). phoneme - the smallest unit of speech distinguished by the speakers of a particular language. phonological awareness - the awareness that language is composed of sounds and the understanding of the relationships among these sounds. physical science - science of non-living things in the physical world around us. pincer grasp - the act of holding objects between the thumb and index finger. planning - the process of mental preparation and problem-solving in order to accomplish an act (e.g., a child tells the teacher what he/she will do during center time). prediction - an idea (opinion) stated about what may happen in the future (e.g., a child may predict that the caterpillar will turn into a butterfly). read alouds - the teacher reading to the whole class, building on students' existing skills while introducing different types of literature and new concepts. recall question - question asked of students to prompt them to recount the events of a story or occurrence. Florida Early Learning and Developmental Standards for Four-Year-Olds 243
GLOSSARY (continued) receptive language - the understanding of language that is heard (e.g., a child understands when the teacher says, “It’s time to line up.”). rectangle - a two-dimensional figure with two sets of parallel lines and four right angles. reflection - the process of reviewing and critiquing one’s own actions or one’s own work (e.g., the child shares with the teacher what he/she did during center time. relative position from different perspectives - concept of the same object being in different positions based on the observer’s point of view (e.g., an upside down triangle and a right side up triangle are the same object but in different positions). reporting - trying to help keep a child or children out of danger because they may get hurt or they are being hurt (e.g., target/victim of a bully). rhombus - A four-sided shape where all sides have equal length, opposite sides are parallel, opposite acute angles are equal, and opposite obtuse angles are equal. rhyme - a match between the sounds of two or more words or word endings (e.g., spoon, moon). rime - the vowel and any sounds that come after the vowel in a one-syllable word (e.g., the rime of cat is /at/; the rime of cheese is /ez/). scaffold - to model and provide appropriate support to help a child acquire a skill or knowledge (e.g., giving clues, asking questions, and providing verbal prompts). scaffolding - the provision of sufficient support to promote learning when concepts and skills are being first introduced to students (e.g., modeling, giving clues, asking questions, and providing verbal prompts). self-care - the capacity to take care of personal needs (e.g., drinking from a cup, getting dressed, washing hands, making choices, toileting independently). self-regulation - a deep internal mechanism that enables four-year-olds as well as adults to engage in mindful, intentional, and thoughtful behaviors. It involves children’s ability to recognize their own impulses and respond to experiences with an appropriate range of immediate and delayed emotions. seriation - arrangement in rows or a series by an attribute. set - a group of objects. skills - the ability to use knowledge effectively and readily in performance, the ability to transform knowledge into action. spatial sense - the ability to build and manipulate mental representations of two- and three-dimensional objects and ideas. sphere - a three-dimensional figure with a round body (e.g., a ball, marble, or globe). square - a two-dimensional figure with four equal sides and four right angles. syllable - a unit of spoken language consisting of a single uninterrupted sound formed by a vowel, diphthong, or syllabic consonant alone, or by any of these sounds preceded, followed, or surrounded by one or more consonants.
244 Florida Early Learning and Developmental Standards for Four-Year-Olds GLOSSARY (continued) symmetry - the property of having exactly similar parts on both sides of a central dividing line; the correspondence in the position of pairs of points of a geometric object that are equally positioned about a point, line, or plane that divides the object. tableaux - a scene presented on stage. target - the victim or focus of a bully. tattling - giving information to an adult to try to get another child or children in trouble when they aren’t hurting themselves or others. temperament - a person’s characteristic style of approaching and responding to people and situations, including activity level, adaptability, regularity, approach-withdrawal, sensitivity, distractibility, intensity, quality of mood, and attention span. trapezoid - a four-sided shape with one pair of opposite sides parallel. triangle - a two-dimensional figure with three sides and three angles. unit - what something is measured something by (e.g., centimeter [cm], foot [ft], inch [in], yard [yd]). vision screening - evaluation conducted to determine how well a child can see. visual arts - artwork, such as painting, photography, or sculpture. vocabulary - all of the words of a language. There are two types of vocabulary: receptive and expressive. writing conventions - practices that include beginning a letter with a greeting (e.g., “Dear” or “To Whom it May Concern”), ending a story with “the end,” and similar regularly used practices.
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246 Florida Early Learning and Developmental Standards for Four-Year-Olds
RESOURCES RESOURCES
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248 Florida Early Learning and Developmental Standards for Four-Year-Olds Development of Standards - General
Alaska Department of Education & Early Development. (2007). Alaska early learning standards. Retrieved from http://www.eed.state.ak.us/publications/EarlyLearningGuidelines.pdf
Bowman, B. T. (2006). Standards! At the heart of educational equity. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200609/BowmanBTJ.pdf
College, C. U. (2010). Recommendations and issues for consideration when writing or revising early learning guidelines. Retrieved from Teachers College Columbia University website: http://www.earlylearningguidelines-standards.org
Helm, J. (2008). Got standards? Don’t give up on engaged learning. Retrieved from National Association for Education of Young Children website: http://www.naeyc.org/files/yc/file/200807/BTJJudyHarrisHelm.pdf
National Association for the Education of Young Children. (2008). Resources on creative and thoughtful strategies for implementing and learning standards. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200807 BTJResourcesECELearningStandards Implementation.pdf
National Association for the Education of Young Children. (2008). Resources for integrating the curriculum in the early years and beyond. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200803/BTJ_Integrated_Curriculum_Resources.pdf.
National Association for Sport and Physical Education. (2000). Appropriate practices in movement programs for young children ages 3-5. NASPE Position Statement, developed by the Council on Physical Education for Children (COPEC). Reston, VA. Retrieved from National Association for Sport and Physical Education website: http://www.cahperd.org/cms-.
Pennsylvania Department of Education and Department of Public Welfare. (2009). Pennsylvania's learning standards for early childhood pre-kindergarten. Retrieved from http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Pre-Kindergarten% 202010.pdf.
Scott-Little, C., Kagan, S. L., & Frelow, V. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly, 21, 153-173.
Scott-Little, C. (2006). Standing at a crossroads: Next steps to maximize the potential benefits of early learning standards. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200609/ ScottLittleBTJ.pdf.
Florida Early Learning and Developmental Standards for Four-Year-Olds 249
Physical Development
National Association for Sport and Physical Education (2006). Active start –Physical activity guidelines for children birth to five years. Retrieved from National Association for Sport and Physical Education website: www.aahperd.org/NASPEassets/documents/ ToolKit/NASPE_ApprroPrac/5286-668190.children3to5approprac.pdf
Pica, R. (1997). Beyond physical development: Why young children need to move. Young Children, 52(6), 4-11.
Sherwood, E., & Freshwater, A. (2006). Early learning standards in action: Young children exploring motion. Retrieved from the National Association for the Education of Young Children website: http://journal.naeyc.org/btj/200609/SherwoodBTJ.pdf
State of Washington. (2005). Washington state early learning and development bench marks. Retrieved from http://www.k12.wa.us/earlylearning/pubdocs/ EarlyLearningBenchmarks.pdf
Approaches to Learning
Bowman, B.T., Donovan, S., & Burns, S. (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press.
Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
Derman-Sparks, L. & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
Gestwicki, C. (1999). Developmentally appropriate practice: Curriculum and development in early education (2nd edition). Albany, NY: Delmar Publishers.
Sanders, S. (2008). Active for life: Developmentally appropriate movement programs for young children. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/store/files/store/TOC/126.pdf.
Southern Early Childhood Association. (2002). Arts & movement education for young children – A position statement. Retrieved from Southern Early Childhood Association website: http://www.southernearlychildhood.org/upload/pdf/ Arts__Movement_Education_for_Young_Children.pdf.
250 Florida Early Learning and Developmental Standards for Four-Year-Olds Social and Emotional Development
Aronson, S. S., & Spahr, P. M. (2002). Healthy young children: A manual for programs. Washington, DC: National Association for the Education of Young Children.
Bowman, B. T., Donovan, S., & Burns, S. (2001). Eager to learn: Educating our pre schoolers. Washington, DC: National Academies Press.
Boyd, J., Barnett, W. S., Bedrova, E., Leong, D. J., Gomby, D., Robin, K. B., et al. (2005). Promoting children’s social and emotional development through preschool. New Brunswick, NJ: National Institute for Early Education Research.
Derman-Sparks, L. & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
Fox, L., & Lentini, R. H. (2006). You got it! Teaching social and emotional skills. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200611/BTJFoxLentini.pdf.
Fox, L., & Lentini, R. H. (2006). Teaching children a vocabulary for emotions and child- friendly ideas for teaching problem solving. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200611/ BTJFoxSupplementalActivities.pdf.
Meece, D. & Soderman, A.K. (2010). Positive verbal environments: Setting the stage for young children’s social development. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/201009/ MeeceOnline0910.pdf.
National Association for the Education of Young Children. (2006). Resources for building social skills in the early years and beyond. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200611/ BTJClusterResources.pdf.
Raver, C.C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. SRCD Social Policy Report (Volume 16, No.3). Ann Arbor, MI: Society for Research in Child Development.
Riley, D., San Juan, R., Klinkner, J., & Ramminger, A. (2008). Social & emotional development connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press.
Thompson, R. (2002). Set for success: Building a strong foundation for school readiness based on the social-emotional development of young children. Kansas City, MO: Ewing Marion Kauffman Foundation. Retrieved from http://www.emkf.org/pages;314.cfm.
Florida Early Learning and Developmental Standards for Four-Year-Olds 251
Language, Communication, and Emergent Literacy
Christ, T. & Wang, C. (2010). Bridging the vocabulary gap: What the research tells us about vocabulary instruction in early childhood. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/201007/ ChristWangOnline.pdf.
National Association for the Education of Young Children. (2009). Resources for teaching and learning about literacy. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200901/ BTJLiteracyResources.pdf .
National Association for the Education of Young Children. (2007). Resources on teaching and learning about writing. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200701/ BTJClusterResources.pdf.
National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Joint Position Statement of the International Reading Association and the National Association for the Education of Young Children. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/naeyc/file/positions/ PSREAD98.PDF.
National Early Literacy Panel. (2009). Developing early literacy: Report of the national early literacy panel. Retrieved from Literacy Information and Communication website: http://lincs.ed.gov/publications/pdf/NELPReport09.pdf.
National Institute for Literacy. (2009). Learning to talk and listen: An oral language resource for early childhood caregivers. Retrieved from National Institute for Literacy website: http://www.cpirc.org/vertical/Sites/%7B95025A21-DD4C-45C2-AE37- D35CA63B7AD9%7D/uploads/%7B1A6216AD-2E6C-44D0-8A68-64385E32D240% 7D.PDF.
Roskos, K. A., Christie, J. F. & Richgels, D. J. (2003). The essentials of early literacy instruction. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200303/Essentials.pdf.
Strickland, D. S. & Riley-Ayers, S. (2006). Early literacy: Policy and practice in the preschool years. Retrieved from National Institute for Early Education Research website: http://nieer.org/resources/policybriefs/10.pdf.
United States Department of Education. (2002). Helping your child become a reader. Retrieved from United States Department of Education website: http://www2.ed.gov/parents/academic/help/reader/reader.pdf.
Yopp, H. K. & Yopp, R. H. (2009). Phonological awareness is child’s play! Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200901/BTJPhonologicalAwareness.pdf.
252 Florida Early Learning and Developmental Standards for Four-Year-Olds Cognitive Development and General Knowledge
Mathematical Thinking
Benson, H. (2003). Glossary of math terms. Retrieved from the National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200301/ MathGlossary.pdf.
Cutler, K., & Gilkerson, D., Parrott, S., & Bowne, M. (2003). More math games based on children's literature. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200301/MathGames.pdf.
Dickinson, P. (2003). Choosing books you can count on. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200301/ChildrensBooks.pdf.
Helm, J., & Beneke, S. (2003). Using "the pizza project" to address learning standards. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200301/PizzaProjectStandardsChart.pdf.
National Association for the Education of Young Children. (2009). Resources for mathematics in the early years. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200905/ BTJMathResources.pdf.
National Council for Teachers of Mathematics. (2010). Early childhood mathematics: Promoting good beginnings. Joint position statement from National Association for the Education of Young Children and the National Council for Teachers of Mathematics. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/naeyc/file/positions/psmath.pdf.
Taylor-Cox, J. (2003). Algebra in the early years? Yes! Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/ file/200301/Algebra.pdf.
Whitin, D., & Piwko, M. (2008). Mathematics and poetry: The right connection. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200803/BTJ_Whitin.pdf.
United States Department of Education. (2004). Helping your child learn mathematics. U.S. Department of Education (March 2004). Retrieved from United States Department of Education website: http://www2.ed.gov/parents/academic/help/math/math.pdf.
Florida Early Learning and Developmental Standards for Four-Year-Olds 253
Cognitive Development and General Knowledge (continued)
Scientific Inquiry
Bosse, G., & Anderson, T. (2009). Science in the air. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/ file/200911/BosseWeb1109.pdf.
Hachey, A., & Butler, D. (2009). Seeds in the window, soil in the sensory table: Science education through gardening and nature-based play. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200911/HacheyWeb1109.pdf.
Lewin-Benham, A. (2006). Curriculum activities to develop young children’s environmental awareness. Retrieved from the National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200603/ LewinactivitiesBTJ.pdf.
National Association for the Education of Young Children. (2009). Resources for science in the early years. Retrieved from the National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200911/ ClusterRe- sourcesWeb1109.pdf.
National Association for the Education of Young Children. (2008). Resources for teaching and earning about the natural world. Retrieved from the National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200801/ BTJNatureResources.pdf.
Nimmo, J., & Hallett, B. (2008). Childhood in the garden: A place to encounter natural and social diversity. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200801/BTJNatureNimmo.pdf.
Rosenow, N. (2008). Learning to love the earth . . . and each other. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200801/BTJNatureRosenow.pdf.
United States Department of Education. (2004). Helping your child learn science. Retrieved from United States Department of Education website: http://www2.ed.gov/parents/academic/help/science/science.pdf.
Zan, B., & Geiken, R. (2010). Ramps and pathways: Developmentally appropriate, Intellecttually rigorous, and fun physical science. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/201001/ ZanWeb0110.pdf.
254 Florida Early Learning and Developmental Standards for Four-Year-Olds Cognitive Development and General Knowledge (continued)
Social Studies
Briody, J., & McGarry, K. (2005). Using social stories to ease children’s transitions. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200509/BriodyBTJ905.pdf.
Friedman, S. (2005). Social studies in action. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200509/ FriedmanBTJ905.pdf.
Mindes, G. (2005). Social studies in today’s early childhood curricula. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200509/MindesBTJ905.pdf.
Mindes, G. (2005) Print, multimedia, and online resources for teaching and learning about social studies. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200509/ResourcesBTJ905.pdf.
National Association for the Education of Young Children. (2005). Exploring social studies through children’s books. Retrieved from National Association for the Educa- tion of Young Children website: http://www.naeyc.org/files/yc/file/200509/ SocialStudiesBooksBTJ905.pdf.
National Council for the Social Studies. (2010). National curriculum standards for social studies: Chapter 2 – The themes of social studies. Retrieved from National Council for the Social Studies website: http://www.socialstudies.org/standards/strands.
United States Department of Education. (2004). Helping your child learn history. Re- trieved from United States Department of Education website: http://www2.ed.gov/parents/academic/help/history/history.pdf.
Florida Early Learning and Developmental Standards for Four-Year-Olds 255
Cognitive Development and General Knowledge (continued)
Creative Expression Through The Arts
Collins, S. (2004). Books for young children about the creative arts. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200407/CreativeArtsBooksForYC.pdf.
Kemple, K., Batey, J., & Hartle, L. (2004). Inventing music play centers. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200407/InventingMusicPlayCtrs.pdf.
Matlock, R., & Hornstein, J. (2004). Sometimes a smudge is just a smudge, and sometimes it's a saber-toothed tiger: Learning and the arts through the ages. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200407/LearningArtsThroughTheAges.pdf.
National Art Education Association. (1994). The national visual arts standards. Retrieved from the National Art Education Association website: http://www.arteducators.org/store/NAEA_Natl_Visual_Standards1.pdf.
National Association for the Education of Young Children. (2004). Children's developmental benchmarks and stages: A summary guide to appropriate art activities. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200407/ArtsEducationPartnership.pdf.
National Association for the Education of Young Children. (2004). Online and print resource for exploring the creative arts with young children. Retrieved from National Association for the Education of Young Children website: http://www.naeyc.org/files/yc/file/200407/OnlineAndPrintArtResources.pdf.
National Association for Music Education. (1994). The school music program: A new vision - The K-12 national standards, prek standards, and what they mean to music educators. Retrieved from National Association for Music Education website: http://www.arteducators.org/learning/professional-development.
256 Florida Early Learning and Developmental Standards for Four-Year-Olds
For further information, please contact:
Florida Department of Education • Office of Early Learning 325 W. Gaines Street, Suite 514 • Tallahassee, FL 32399—0400 Phone: (850) 245-0445 • Email: [email protected]
Agency for Workforce Innovation • Office of Early Learning 107 E. Madison Street, MSC 140 • Tallahassee, FL 32399 Phone: (850) 921-3180 • Email: [email protected]
© State of Florida 2011